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Journal articles on the topic 'Scratch programming'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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Ummi, Farkhatul. "Implementasi Scratch dalam Membangun Kompetensi Pemrograman di SMP NU Kaligesing, Purworejo." Jurnal Pendidikan Madrasah 9, no. 2 (2024): 291–98. https://doi.org/10.14421/jpm.2024.291-298.

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This study aims to analyze the implementation of scratch in building programming competencies at SMP NU Kaligesing, Purworejo. Scratch, as a visual programming language designed to make it easier for beginners, is expected to help students develop an understanding of basic programming concepts through an interactive and fun approach. This study uses a qualitative method with an interview approach and literature review. The results of the study show that the use of Scratch is effective in improving students' basic programming competencies, especially in the aspects of logic, algorithms, and cre

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Armoni, Michal, Orni Meerbaum-Salant, and Mordechai Ben-Ari. "From Scratch to “Real” Programming." ACM Transactions on Computing Education 14, no. 4 (2015): 1–15. http://dx.doi.org/10.1145/2677087.

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Jo, Yunju, Seok-Ju Chun, and Jungwoo Ryoo. "Tactile Scratch Electronic Block System: Expanding Opportunities for Younger Children to Learn Programming." International Journal of Information and Education Technology 11, no. 7 (2021): 319–23. http://dx.doi.org/10.18178/ijiet.2021.11.7.1529.

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This paper introduces our work on the development of a novel system for applying MIT’s Scratch to teaching classes of four to eight-years-old students. Scratch is a visual, block-based programming language designed for anybody to create a computer program without the worry of syntax errors by assembling icon-like command blocks. However, four to eight-year-old students have trouble using a computer mouse or keyboard and face difficulties when trying Scratch programming. This research developed a tactile, electronic block system that allows students to manipulate physical objects in a tangible

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Mohd Yusof, Siti Sakinah, Lai Kim Chow, Indrani Gopal, Julia Ahmad, Jun Yasmin Ahmad, and Sulaiman Mohd Anter. "Transitioning from Scratch to Java: A mixed method investigation into students' learning processes." Journal of ICT in Education 10, no. 2 (2023): 142–54. http://dx.doi.org/10.37134/jictie.vol10.2.9.2023.

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This research examines the transition from Scratch to Java programming, highlighting high achievement among participants. The study includes 70 students and utilizes mixed methods, combining quantitative analysis and qualitative narratives. Findings demonstrate the effectiveness of Scratch Visual Teaching Aids (VTA) in developing educational games, understanding algorithm concepts, and improving programming projects. Students' attitudes towards Scratch VTA show increased interest, concentration, and enjoyment in learning. Quantitative analysis indicates positive tool capabilities (mean scores

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Hehanussa, Deassy J. A., Ari Alfred K. Mote, Adolf Deofano Yozeh Tomatala, et al. "PELATIHAN CODING MENGGUNAKAN SCRATCH KEPADA SISWA-SISWI SD NEGERI 100 MALUKU TENGAH." Pattimura Mengabdi : Jurnal Pengabdian Kepada Masyarakat 1, no. 3 (2023): 38–43. http://dx.doi.org/10.30598/pattimura-mengabdi.1.3.38-43.

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The purpose of this activity is to explore the effectiveness of coding training using Scratch for students of Elementary School (SD) Negeri 100 Central Maluku. The training method is carried out through a series of sessions designed to introduce basic programming concepts and the use of Scratch as a visual programming tool. This research involved students of SD Negeri 100 Central Maluku as the subject of this activity. Data was collected through pre and post training tests, as well as participatory observation during training sessions. The results showed that coding training using Scratch was

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Santos, Laurita Christina Bonfim, José Jiordanny dos Santos Lima, Maxuel Carlos De Melo, and Gean Paulo Trabuco Lima. "Lógica de programação através da robótica: Uso do Scratch e Arduino para criação de robôs e projetos interativos." LUMEN ET VIRTUS 15, no. 39 (2024): 2408–21. http://dx.doi.org/10.56238/levv15n39-061.

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This article investigates the teaching of programming logic through robotics, using Scratch and Arduino for the creation of robots and interactive projects. Through a literature review, we examine the advantages and challenges of this approach, highlighting how the integration of visual programming tools and hardware can enrich student learning. The integration of Scratch and Arduino in education emerges as an innovative approach to teaching programming logic. Scratch, a visual programming language, and Arduino, an open-source electronics platform, provide students with a dynamic and interacti

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Germia, Erell, and Nicole Panorkou. "Using Scratch Programming to Explore Coordinates." Mathematics Teacher: Learning and Teaching PK-12 113, no. 4 (2020): 293–300. http://dx.doi.org/10.5951/mtlt.2018.0032.

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We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.

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Hagge, Julia. "Scratching Beyond the Surface of Literacy: Programming for Early Adolescent Gifted Students." Gifted Child Today 40, no. 3 (2017): 154–62. http://dx.doi.org/10.1177/1076217517707233.

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Digital technology offers new possibilities for children to play, express themselves, learn, and communicate. A recent development in online practice is a shift toward youth engaged in computer programming online communities. Programming is argued to be the new literacy of the millennium. In this article, I examine the use of Scratch, an online programming community, as a means to support digital literacy for early adolescent gifted, talented, and creative students. In addition, I share the experiences of an early adolescent gifted student with Scratch and consider the use of Scratch to promot

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Jo, Yunju, and Seok-Ju Chun. "Programming education using Scratch electronic blocks." Journal of The Korean Association of Information Education 24, no. 6 (2020): 529–37. http://dx.doi.org/10.14352/jkaie.2020.24.6.529.

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Muñoz, Roberto, Thiago Barcelos, Rodolfo Villarroel, and Ismar Frango Silveira. "Using Scratch to Support Programming Fundamentals." International Journal on Computational Thinking (IJCThink) 1, no. 1 (2017): 68. http://dx.doi.org/10.14210/ijcthink.v1.n1.p68.

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Balouktsis, Ioannis. "Learning Renewable Energy by Scratch Programming." Επιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων 9, no. 1 (2016): 129. http://dx.doi.org/10.12681/jret.8916.

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Maloney, John, Mitchel Resnick, Natalie Rusk, Brian Silverman, and Evelyn Eastmond. "The Scratch Programming Language and Environment." ACM Transactions on Computing Education 10, no. 4 (2010): 1–15. http://dx.doi.org/10.1145/1868358.1868363.

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Gruenbaum, Peter. "Undergraduates Teach Game Programming Using Scratch." Computer 47, no. 2 (2014): 82–84. http://dx.doi.org/10.1109/mc.2014.49.

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Sáez-López, José Manuel, Javier del Olmo-Muñoz, José Antonio González-Calero, and Ramón Cózar-Gutiérrez. "Exploring the Effect of Training in Visual Block Programming for Preservice Teachers." Multimodal Technologies and Interaction 4, no. 3 (2020): 65. http://dx.doi.org/10.3390/mti4030065.

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This study evaluates the effectiveness of visual block programming-based instruction and its possibilities in the training of future teachers. In particular, the application Scratch, a visual programming environment, was employed to introduce pre-service teachers to programming. The study followed a mixed-method design with a sample of 79 pre-service teachers. A quantitative approach was used to evaluate the gains in the participants’ knowledge of computational concepts and attitudes towards Scratch as a pedagogic tool. A qualitative analysis aimed at evaluating the participants’ knowledge con

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García, Victor. "Analysis of the Learning Process of Computer Programming Logic in an 8-Year-Old Elementary School Student at Home through the Scratch Program." Digital 4, no. 1 (2023): 69–91. http://dx.doi.org/10.3390/digital4010002.

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This paper presents a study guide and an analysis of its use in the computer programming learning process of an 8-year-old elementary school student through the Scratch program. The research’s objective is to explore and understand how this individual student approaches learning programming skills and tackles challenges within the Scratch environment. An individual case study approach was adopted at home, combining qualitative and quantitative methods to gain a comprehensive insight into the student’s learning process. The study was conducted without grant support, and the researcher actively

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Kerr, Jessica, and Theodore Kopcha. "Unplugged to Plugged: An Introduction to Coding for Elementary School Children." Journal of Technology-Integrated Lessons and Teaching 4, no. 1 (2025): 9–19. https://doi.org/10.13001/jtilt.v4i1.9293.

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This course introduced 4th and 5th graders to coding concepts like sequencing, loops, and decomposition through an unplugged-to-plugged learning sequence. Over four after-school learning sessions, students explored programming first through their bodies (i.e., unplugged), then in the block-based programming environment, Scratch (i.e., plugged). The goal was for learners to transition from concrete forms of programming to an abstract understanding needed for block-based programming. To achieve this goal, the plugged activities were intentionally designed around the concept of concreteness fadin

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Deden Rosid Waltam and Wawan Budiarto. "Pelatihan Membuat Karakter Animasi Menggunakan Aplikasi Scratch." Jurnal Kemitraan Masyarakat 2, no. 2 (2025): 182–203. https://doi.org/10.62383/jkm.v2i2.1662.

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Training in creating animated characters using the Scratch application serves as an introduction to block-based programming fundamentals that are simple, easy to operate, interactive, and engaging. This training offers promising competency outcomes, as students can further develop their skills through animated stories, games, or presentations. Since 2018, the Ministry of Education and Culture has promoted the integration of informatics education into the 2013 curriculum, including computational thinking skills, which are essential for both current and future generations. The partner for this c

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Simpkins, N. K. "I Scratch and Sense But Can I Program?" International Journal of Information and Communication Technology Education 10, no. 3 (2014): 87–116. http://dx.doi.org/10.4018/ijicte.2014070107.

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This article reports an investigation into undergraduate student experiences and views of a visual or ‘blocks' based programming language and its environment. An additional and central aspect of this enquiry is to substantiate the perceived degree of transferability of programming skills learnt within the visual environment to a typical mainstream textual language. Undergraduate students were given programming activities and examples covering four basic programming concepts based on the Sense programming language which is intended to simplify programming. Sense programming statements are repre

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Sri Utami. "A Critical Appraisal: Elementary School Coding Education Effectiveness with Scratch in Alignment with Cognitive Development, Analyzed through Piagetian Lens." Journal of Electrical Systems 20, no. 5s (2024): 1180–87. http://dx.doi.org/10.52783/jes.2432.

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The digitalization has revolutionized the education sector by integrating technology and bringing about significant changes. Computational Thinking (CT), an indispensable skill for the 21st century, has now become an integral part of school curricula in several countries worldwide. Focused on enhancing CT skills, programming education, especially through Scratch, Scratch simplifies programming concepts, making it suitable for elementary school children aged 7 to 11 years. Aligned with Piaget's concrete operational stage, emphasizing organized and rational thinking. Hence, this study aims to de

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Alieka, Halyna. "METHODOLOGICAL APPROACHES TO TRAINING FUTURE COMPUTER SCIENCE TEACHERS IN PROGRAMMING WITH SCRATCH ENVIRONMENT." Alfred Nobel University Journal of Pedagogy and Psychology 2, no. 28 (2024): 109–19. https://doi.org/10.32342/3041-2196-2024-2-28-11.

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The article addresses the issue of updating the content of training future computer science teachers through the use of visual environments for teaching programming and algorithmisation. The purpose of the study is to explore, substantiate, and elucidate the essence of methodological ap- proaches to teaching programming in the Scratch environment. The research objectives include identify- ing the features and advantages of Scratch in teaching programming to future computer science teachers and applying the acquired professional knowledge in teaching computer science at primary and secondary sc

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Batni, Badruliman, Syahrul Nizam Junaini, Jonathan Sidi, Wan Azani Mustafa, and Zamhar Iswandono Awang Ismail. "Current Research Trends of Scratch Block based Programming for K-12: A Systematic Review." Journal of Advanced Research in Applied Sciences and Engineering Technology 51, no. 2 (2024): 138–52. http://dx.doi.org/10.37934/araset.51.2.138152.

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In the evolving landscape of K-12 education, the introduction of programming skills through block-based environments such as Scratch has become increasingly common. This approach meets the growing need for computer literacy among students, but its effectiveness in improving learning outcomes remains controversial. The aim of this paper is to systematically review and summarize current research on the use of Scratch as a teaching and learning tool in K-12 education. Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, this paper analyses 27 relevant

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Grazielli Altomani Braga, Dyana, Diego Cristian Lemes Chemin, and Carlos Roberto Beleti Junior. "O uso do software Scratch no ensino de Computação e desenvolvimento do Pensamento Computacional." Anais do Computer on the Beach 16 (May 27, 2025): 521–24. https://doi.org/10.14210/cotb.v16.p521-524.

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ABSTRACTThis study aimed to investigate the application of programming logic using Scratch software in the context of teaching Computing and developing Computational Thinking. This is a qualitative, exploratory study conducted with first-year high school students from a public school. The results indicated that students developed skills related to programming logic using Scratch, recognizing and applying the pillars of Computational Thinking – decomposition, pattern recognition, abstraction and algorithms – through the creation of a digital game. The analysis of the research corpus revealed th

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Arantes, Flávia Linhalis, José Michael Leandro da Silva Ferreira, and Paula Eduarda Justino Ribeiro. "Scratch – um primeiro olhar." Texto Livre: Linguagem e Tecnologia 8, no. 2 (2015): 137–52. http://dx.doi.org/10.17851/1983-3652.8.2.137-152.

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RESUMO: Neste artigo, relatamos a atividade “Scratch, um primeiro olhar”, realizada com o objetivo de registrar as impressões e as respostas dos alunos ao olhar pela primeira vez para programas em Scratch. Apresentamos uma revisão sobre a caracterização da linguagem e do ambiente do Scratch, procurando identificar o que um aluno que nunca teve contato com programação pode usar para extrair informações dos programas. Diferente de outros trabalhos na literatura, destacamos o fato de os comandos serem escritos na língua materna dos alunos como um elemento grandemente facilitador para o entendimen

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Cetin, Ibrahim. "Preservice Teachers’ Introduction to Computing." Journal of Educational Computing Research 54, no. 7 (2016): 997–1021. http://dx.doi.org/10.1177/0735633116642774.

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Computational thinking has been gaining new impetus in the academic community and in K-12 level education. Scratch is a visual programming environment that can be utilized to teach and learn introductory computing concepts. There are some studies investigating the effectiveness of Scratch for K-12 level education. However, studies that have been conducted at the collegiate level, especially in the context of preservice computing teacher education, are very rare. The present study aimed to investigate the effect of Scratch-based instruction on preservice teachers’ understanding of basic program

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Iyamuremye, Aloys, and Ezechiel Nsabayezu. "Mathematics and Science Teacher’s Conception and Reflection on Computer Programming with Scratch: Technological and Pedagogical Standpoint." International Journal of Education, Training and Learning 6, no. 1 (2022): 11–16. http://dx.doi.org/10.33094/ijetl.v6i1.488.

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The current study investigates teachers' conception and reflection of computer programming from scratch in terms of technological and pedagogical standpoint. Mixed research approaches typically achievement tests and interviews were used to collect quantitative and qualitative data respectively. A total of twenty-one Mathematics and Science teachers were randomly selected to participate in the study. A paired t-test was used to analyze quantitative data from pre and post-test, while descriptive and interpretive analyses were used to analyze qualitative data from the interview. The results of th

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Firdaus, Firdaus, Muhtar Sofwan Hidayat, Eli Trisnowati, Alviana Maya Sabilla, Firman Ade Purnomo, and Dendi Nur Ahmad. "PKM KELOMPOK KERJA GURU SD KECAMATAN GARUNG KABUPATEN WONOSOBO DALAM MENINGKATKAN KEMAMPUAN GURU DALAM MENCIPTAKAN GAME EDUKATIF BERBASIS SCRATCH." As-Sidanah : Jurnal Pengabdian Masyarakat 6, no. 2 (2024): 250–66. http://dx.doi.org/10.35316/assidanah.v6i2.250-266.

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The 21st century requires everyone to adapt to digital culture. Computational thinking skills help deal with digital culture. These skills can be provided to students through teaching and learning. However, there are several obstacles to achieving this goal. First, teachers do not yet understand how to teach students computing skills through classroom learning. Second, there needs to be more teaching skills based on computational thinking. This community service aims to improve teachers' abilities in training students' computational thinking skills. This is done in the context of teaching and

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Cárdenas-Cobo, Jesennia, Amilkar Puris, Pavel Novoa-Hernández, Águeda Parra-Jiménez, Jesús Moreno-León, and David Benavides. "Using Scratch to Improve Learning Programming in College Students: A Positive Experience from a Non-WEIRD Country." Electronics 10, no. 10 (2021): 1180. http://dx.doi.org/10.3390/electronics10101180.

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Teaching computer programming is a real challenge in the State University of Milagro (UNEMI), located in one of the least-developed zones in Ecuador, a non-WEIRD country (WEIRD stands for Western, Educated, Industrialized, Rich and Democratic). Despite the application of various learning strategies, the historical pass rate does not exceed 43%. To solve this problem, we have relied on visual programming languages, specifically Scratch. Scratch is an open source software to learn programming that has a strong assumption of the benefits of community work. A quasi-experiment conducted with 74 und

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Park, Youngki, and Youhyun Shin. "Novel Scratch Programming Blocks for Web Scraping." Electronics 11, no. 16 (2022): 2584. http://dx.doi.org/10.3390/electronics11162584.

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Although Scratch is the most widely used block-based educational programming language, it is not easy for students to create various types of Scratch programs based on real-life data because it does not provide web scraping capabilities. In this paper, we present novel Scratch blocks for web scraping. Using these blocks, students can not only scrape the contents of HTML elements in a web page by using CSS selectors but also automate their keyboard and mouse in a number of ways, such as by using XPaths, the coordinates of the mouse, input strings, keys, or hot keys. We also present file access

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Kuz, Antonieta. "Computational thinking: an analysis through structured programming using Scratch." Revista de Ciencia y Tecnología, no. 39 (May 1, 2023): 82–90. http://dx.doi.org/10.36995/j.recyt.2023.39.010.

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In recent years, numerous initiatives have emerged to develop computational thinking. Computational thinking and programming are closely related they are both tools for working with algorithmic concepts. ICTs and, and specifically computer programs with a playful orientation for teaching programming are relevant since they take into consideration aspects related to the educational environment. Game-based learning is a complement that allows taking advantage of the playful component of games to train computational thinking and, therefore, various others skills. Scratch is one of the most used t

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Bagulaya-Abogaa, Jennifer. "Beginners Learned Competencies in Scratch 2.0 Programming." International Journal of Computer Applications 172, no. 4 (2017): 48–51. http://dx.doi.org/10.5120/ijca2017915137.

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Cobbs, Archie L. "Persistence Programming." Queue 20, no. 1 (2022): 24–39. http://dx.doi.org/10.1145/3526210.

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A few years ago, my team was working on a commercial Java development project for Enhanced 911 (E911) emergency call centers. We were frustrated by trying to meet the data-storage requirements of this project using the traditional model of Java over an SQL database. After some reflection about the particular requirements (and nonrequirements) of the project, we took a deep breath and decided to create our own custom persistence layer from scratch.

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Faddyasinta Sahnabila Rahmadika, Rachma Nurfitria, Yosi Anggia Margaret Tambunan, and Nurdiansyah Nurdiansyah. "Implications of Educational Digital Media Scratch Games in Social Sciences Learning for Primary School Student Motivation." Elementaria: Journal of Educational Research 2, no. 1 (2024): 1–18. http://dx.doi.org/10.61166/elm.v2i1.50.

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Effective education is the key to developing students to face life's challenges. Learning motivation serves as a push for students to be active in their learning activities, greatly influenced by the level of effort and abilities they possess. Students with stronger learning motivation tend to be more diligent and always pay attention to teacher instructions during the learning process. Student learning motivation can be honed through educational games. Digital media such as Scratch has attracted the attention of educators as an innovative tool to enhance learning in various fields, including

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Ivashova, A., R. Kadirbaeva, and L. Minnakhmetova. "DEVELOPMENT OF COMPUTATIONAL THINKING IN PRIMARY SCHOOL STUDENTS WHEN LEARNING SCRATCH." POLISH JOURNAL OF SCIENCE, no. 65 (August 14, 2023): 14–19. https://doi.org/10.5281/zenodo.8242539.

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The article presents the theoretical foundations of the concept of computational thinking and the impact of programming in the Scratch environment on the formation and development of primary school students. The experience of introducing and teaching Scratch programming in the educational process of younger schoolchildren of the Republic of Kazakhstan and foreign countries is also shown. This work is supported by a grant from the Ministry of Education and Science of the Republic of Kazakhstan (grant AP09260464 "Development of information and educational environment in primary school cours

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Hagge, Julia. "Easter eggs and semiotic cues: embedded meaning as early adolescents engage in programming-as-writing." English Teaching: Practice & Critique 20, no. 3 (2021): 368–84. http://dx.doi.org/10.1108/etpc-07-2020-0077.

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Purpose The purpose of this paper is to examine the ways in which early adolescent programmers embed meaning in their digital media created within an online programming community called Scratch. Design/methodology/approach The author completed an 18-month descriptive case study with 5 early adolescent participants. The research design included a multimodal analytic analysis of participant artifacts and inductive analysis of semi-structured interviews and transcription frames. Findings Participants embedded meaning to achieve four primary purposes, namely, to guide visitors through exhibits, to

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ICHIKAWA, Daisuke. "Programming Education Using Scratch to Learn a Text-Based Programming Language." Journal of JSEE 70, no. 1 (2022): 1_41–1_46. http://dx.doi.org/10.4307/jsee.70.1_41.

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Ouahbi, Ibrahim, Fatiha Kaddari, Hassane Darhmaoui, Abdelrhani Elachqar, and Soufiane Lahmine. "Learning Basic Programming Concepts by Creating Games with Scratch Programming Environment." Procedia - Social and Behavioral Sciences 191 (June 2015): 1479–82. http://dx.doi.org/10.1016/j.sbspro.2015.04.224.

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Hansun, Seng. "Rancang Bangun Permainan Interaktif dengan Scratch." Jurnal ULTIMATICS 6, no. 1 (2014): 40–45. http://dx.doi.org/10.31937/ti.v6i1.332.

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Scratch is a programming language and an online community where people can program and share interactive media, such as stories, games, and animation. In this paper, the author tries to use Scratch in designing and building an interactive game, called Swimming Fish. The project has been done completely and shared to all people through Scratch website. Index terms—game, interactive, project, Scratch, swimming fish

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Nasution, Nurliana, Feldiansyah Bakri Nasution, Mhd Arief Hasan, and Muhammad Al Fajar. "MEMBANGUN KETERAMPILAN DIGITAL: PELATIHAN PENGGUNAAN SCRATCH DI SMK NEGERI 8 PEKANBARU." Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat 4, no. 1 (2024): 20. http://dx.doi.org/10.54314/jpstm.v4i1.1932.

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Abstract: This community service aims to enhance the programming skills of students at SMK Negeri 8 Pekanbaru through Scratch training. The problems addressed include limited access to and knowledge of programming among students, as well as low participation rates in technology learning. With a practical and interactive approach, the training involved 7 students and one accompanying teacher. The methods used included introducing basic programming concepts, case studies, and practical projects. Evaluation results showed a significant improvement in understanding basic programming concepts, abil

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Arpaci, Ibrahim, Pınar Onay Durdu, and Alev Mutlu. "The Role of Self-Efficacy and Perceived Enjoyment in Predicting Computer Engineering Students' Continuous Use Intention of Scratch." International Journal of E-Adoption 11, no. 2 (2019): 1–12. http://dx.doi.org/10.4018/ijea.2019070101.

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Scratch has been implemented as a preliminary programming environment to improve students' programming experience, motivation, and success in the Computer Science (CS) or Engineering departments. Acceptance and use of this visual programming environment by CS or Engineering students is a significant research area. Accordingly, this study investigated acceptance and use of Scratch programming environment by developing a theoretical model based on the Technology Acceptance Model (TAM). Structural equation modelling approach was used to validate the research model based on data collected from a s

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Belokonova, S. S., and M. S. Plotnikova. "Block Python as a transition stage in learning programming." Informatics in school, no. 7 (November 19, 2021): 57–62. http://dx.doi.org/10.32517/2221-1993-2021-20-7-57-62.

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Learning programming is an integral part of the school informatics course. The teachers often start to teach programming with the "childish" language Scratch, which, despite its simplicity, makes it possible to write not only the simplest program, but also quite complex programs that reflect the basic principles of programming such as variables, loops, branches, etc. Continuing learning programming pupils can use Python, which is one of the most popular programming languages. The article proposes an approach to implementing the continuity of programming learning in the transition from learning

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