A Browser-based IDE for the MUzECS Platform

We report on a scalable, portable, and secure visual development environment for programming embedded Arduino platforms with Chromebooks in a successful secondary school computer science curriculum. Our web-based environment is part of the larger MUzECS project, an inexpensive replacement module for the Exploring Computer Science (ECS) course being widely deployed in United States high schools. Students use MUzECS to gain a deeper understanding of computing, through a set of blocks which provide appropriate abstractions for working with low-level hardware. MUzECS improves upon the existing curriculum module by reducing the hardware cost by an order of magnitude, while still preserving the key ECS pillars of computer science content, student inquiry and classroom equity. Programming with visual blocks provides a more attractive tool for introductory courses than traditional approaches, and yet enables high-impact exploration activities such as building a series of embedded musical instruments. The current work combines and modifies several existing tools to eliminate technical barriers on low-cost platforms like Chromebooks, such as the reliance on special block-based toolchains, remote compilation servers, or multi-stage transfers for student code

Programming environment for teaching introductory programming for secondary school

Programming subject was become one of the syllabus in Malaysia national school start from 2017. To introduce youth to programming, suitable programming environment to teach introductory programming should be determined. Many initiatives are proceeding to bring powerful ideas of computing into classroom around the world. A popular strategy being employed in this effort is the use of block-based programming environment. This environment found to be effective among younger learners. Their suitability in high school context is an open question. The existing tools was analysed to identify the suitable environment to teach introductory programming in high school. An experiment involving 30 participants was conducted to get their perception on three different programming environments; text-based, block-based and hybrid. Findings from the study reveal that participants in hybrid group scoring highest in content assessment and reporting higher level in enjoyment and engagement to traditional programming structure. After the completion of literature and exploratory research, a bidirectional hybrid programming environment was developed. This environment combines features of block-based and text-based interface to provides the platform and engagement of block-based tools with the power and authenticity of textbased introductory environment. A traditional hybrid programming creates a gap between block-based and text-based programming. It was be used to run in evaluation workshop involving of 13 students aged 16 - 17 years old. The evaluation of enhanced programming environment was determined by using triangulation of data; students’ perception and result from their assessment using an enhanced hybrid programming environment. Participants have positive perception on confidence and understanding of programming concept. Besides, they agreed that bidirectional hybrid programming environment offered a more effective way of introductory programming subject compared to existing environment they are using in classroom. Suggestions for future work are outlined and intended that this research will assist the development and use a bidirectional hybrid environment in teaching introductory programming