to know that naming variables is mandatory, so it is clear which one is being used at any time in the program, and thus, it is important to use meaningful names for variables. Also, learners should be able to differentiate between different type of variables as they come in all shapes and sizes. For example, some variables are used to store numbers (numericalvariables), some are used to store text (string variables). Thus, variable concept is taught to young learners to show them how to store data and how to transfer data between different variables.
• Loops and iterative logics: It is used to demonstrate how to assemble and manipulate program structure by executing particular blocks of code. Loops and iterative logics, however, enable learners to make long programs short (e.g.,forloop) and to iterate through a list of data (e.g.,foreachloop).
• Conditional statements: It is used to demonstrate how to control the flow of execution by employing conditions such asif statements orswitch.
Moreover, differences between operators can be shown to the learners (e.g., greater vs. smaller, plus vs. minus, equal vs. not equal, etc.) in order to enable them to author a program that makes a decision based on multiple conditions.
2.6 Summary
In this chapter, first, an introduction to end-user programming and one of its frame-works which is visual block-based programming was presented. Second, the existing applications of block-based programming in the context of smart devices and en-vironments were presented in detail. The results show that existing approaches have two major limitations in terms of having a precise extension of block-based programming environments, and evaluation of the young learners’ programming performance and attitudes over time. The first limitation is that most of the en-vironments can only be applicable for a restricted range of tangible objects and components (e.g., robots, micro-controllers and smart homes). This does not al-low the learners to program different kinds of objects, using a single programming environment. The second limitation is that most of previous scientific works are limited to mobile and toy robots, doll houses, and e-textiles, but not to real-world environments. These approaches that work with tangible devices mostly evaluate the learners’ performance and attitudes at the beginning and at the end of training (i.e., learners’ trajectories of attitudes towards programming and performance are not indicated).
2. Background 21
Therefore, we conclude that for tangible interactive objects together with real life-size smart environments currently no educational block-based programming en-vironment is available. Thus, there is no visual programming enen-vironment that can help young learners to begin with programming activities (achieve results quickly), and support them to acquire basic programming skills (learn and author programs) in the context of smart environments. In order to tackle the aforementioned draw-backs in the following chapter of this thesis (Chapter 3), we present a new educa-tional block-based programming tool. This tool is designed to help young learners to learn programming and to easily implement their programming ideas into the smart objects and environments. Moreover, concerning the learners’ programming perfor-mance and attitudes, we present an experience-based approach to learning pro-gramming based on physical computing and constructionist learning theory. This includes both learning outcomes and attitudinal effects from using block-based pro-gramming in the context of smart environments. Hence, in addition to presenting a new educational block-based programming tool, this thesis contributes by showing the:
• usage ofblock-based programmingis beneficial foryoung learners to be intro-duced to computer programming,
• applications of computing to young learners in a meaningful way that considers aspects ofeveryday modern living,
• improvement of young learners’programming performance(acquisition of pro-gramming skills) over time, and
• young learners’ trajectories ofattitudes towards programming in the context ofsmart tangible object andreal life-size smart homes(as an example for real life-size smart environments).
Chapter 3
Design and Development of the Block-based Programming Tool
In the light of the complexity of introductory programming for inexperienced and young learners, visual programming has become more and more popular as a tech-nique to support them to learn programming. In particular, educational block-based programming environments have emerged as an active field of research. Consider-ing block-based programmConsider-ing in the context of smart environments, an educational block-based programming tool is required, enabling learners to learn and author programs in the context of smart objects and environments.
This chapter contributes the design and development of BEESM, aBlock-based End-user programming tool for SMart Environments. The dedicated application do-main engages learners to get interested in programming. Moreover, BEESM allows to learn the general purpose of programming and rapidly prototype and customize applications in the context of smart objects and environments. This approach en-ables learners to program smart environments, micro-controllers and mobile robots one at a time and in combination with each other. It also provides an educational block-based programming tool as a hassle-free environment for educators and re-searchers. Thus, they can make it compatible with different smart objects and environments for their formal and non-formal programming courses and workshops.
3.1 Introduction and Motivation
Inexperienced and young learners, the targeted users of BEESM, often have diffi-culties with respect to designing, integrating, compiling, executing, and debugging
24 3.1. Introduction and Motivation
Programming
difficulties Lack of Syntactic
Knowledge Lack of Conceptual
Knowledge Lack of Strategic
Knowledge
Inexperienced and Young Learners
Need an easy way to customize their ideas Need Computational
Supports
Settlement between
Pure IDE Simple and Visual
Interface BEESM
Can be used in practice to code
Smart Environments Mobile Robots Micro-controllers
Figure 3.1: Design process of BEESM.
in introductory programming [GSH+18, QL17]. These difficulties experienced by the learners are related to (i) their syntactical knowledge (e.g., syntax errors), and (ii) their conceptual and strategic knowledge (e.g., errors when assembling and ma-nipulating code structure) [QL17]. Educational programming tools generally either support learners to achieve results quickly, or introduce them to real program-ming development environments used by professionals [BBDP15]. However, we face the lack of a settlement between a pure programming development environment (e.g., IDEs), and a simple interface designed for the learners, allowing them to learn programming and to achieve results quickly (see Figure 3.1). In this respect, visual block-based programming environments are designed to allow the learners to learn programming, and overcome the obstacles of syntax and manipulation of code structure [BBDP15, Bau15, Com17]. Compared to the complexity of source code programming, visual programming has a great potential to facilitate program-ming for these learners [KAB+11,MKP+08]. Besides the block-based programming environments, the existence of a motivating context is necessary. In the present contribution, the context is given by smart objects (e.g., mobile robots and tangi-ble artifacts) and environments (e.g., smart homes) that reflect the programming activities of the learners. This context perfectly matches the educational program-ming purpose and maintains the motivation of the learners as (i) they can easily see the consequences of their programming activities, and (ii) they can experience the latest technologies and learn about the future. Nevertheless, the targeted users
3. Design and Development of the Block-based Programming Tool 25
who are interested in having an easy way to customize their programming ideas into tangible objects and real-world environments face two issues while working with educational block-based programming tools. First, these tools are not applied to tangible objects and real-world environments. Second, although the tool can in principle be applied to the objects and environments, actually adapting it to, for instance, mobile robots, micro-controllers or smart environments requires to work and become familiar with many other tools [HC15, HLC16, KMA04, MGB15].
We designed and developed an educational block-based programming tool to program tangible objects and real-world environments, having both aforementioned issues in mind (see Figure 3.1) 1. Having a tool like BEESM helps learners to have a short time span between the development of ideas and the transformation and integration into tangible objects and real-world environments. This should leverage their interest for programming and help them to acquire basic programming skills. Furthermore, learners have access to the standard programming language and can make modifications in BEESM. They are able to control the logic and flow of their programs. In this respect, this approach provides several opportunities for them: (i) creating, editing and running programs in tangible objects and real-world environments, and (ii) programming smart objects and environments which are also used by researchers, i.e., learners can actively participate and experience latest research efforts on a mobile robot or a smart home and learn about computer programming.