Programming music with Sonic Pi promotes positive attitudes for beginners

Publisher Copyright: © 2021 The AuthorProgramming is often misaligned with beginner students' interests and viewed as difficult. However, most students and teachers are not aware that it is possible to utilise domain-specific programming languages that combine programming with other domains like music making. Sonic Pi is one free domain-specific programming platform that enables beginners to code music, which has been designed for and used in schools since its first release in 2012. However, there is a lack of academic research on the Sonic Pi platform about the extent it may affect beginner student attitudes towards programming in a school context. The aim of this study was to investigate the extent Sonic Pi may help to promote positive attitudes towards programming. A mixed-methods case study was developed and trialled in school time with a middle school class, which measured student attitudes with the three subscales of enjoyment, importance, and anxiety. Overall, the results confirmed an alternative hypothesis that all students’ subscales for programming attitude increased significantly. While these findings are not generalisable due to its limited scope, they are very positive to inform the design and use of platforms like Sonic Pi in comparison to similar music coding platforms like EarSketch and TunePad.Peer reviewe

Presenting Musical Concepts Through Video Game Technology

Learning music can be challenging, and musical instruments are often expensive. Research suggests that by leveraging technology and video games, it may be possible to provide innovative alternatives to traditional music learning so that people can learn music concepts in an immersive and cost-effective way. During this IQP, our team explored ways to teach relative pitch informally to an audience of both musicians and nonmusicians. After developing a prototype informed by background research, we conducted interviews with professional music educators to gather feedback on our design and the viability of our application as an informal learning tool. We refined the prototype according to the feedback and surveyed another group of participants with varying music skills to gather more feedback

Code Beats - Teaching Computer Programming Coding via Hip Hop Beats

Computer programming is a crucial skill for future professionals, not only those working as computer programmers but most modern workers. To train the next generation, society has created many initiatives to introduce computer programming to young students. These initiatives range from classes in a formal academic setting to informal, extracurricular sessions in after-school and summer camps. Even with the increasing offer of these initiatives to expand the opportunities to learn computer programming, the interest in computer programming remains low, especially among populations underrepresented in computing. This lack of interest could be impacted by stereotypical views of computer programming as tedious and difficult to learn and the idea that programming is only for those with a geek gene. Therefore, introducing students to a different side of computer programming, such as its ability to make high-quality music in connection to the use of culturally relevant pedagogy, may be an essential tool in changing students’ perceptions of this field. To investigate this, this dissertation describes and evaluates my approach that introduces the foundational concepts of computer programming using music. First, it investigates prior work that has used music to teach programming. Next, it describes my approach and curriculum design, which combines programming with hip-hop music. Then, it analyzes my approach\u27s impact on attracting and engaging students in several contexts. Finally, it demonstrates how pedagogical approaches commonly used in computer science education can be adapted to this musical context without losing effectiveness. The results indicate that my approach attracts, motivates, and engages students in computer science, a promising step in the effort to broaden the appeal of computer science to increase diversity

Musical expertise as a scaffold for novice programming

textThis study addresses the role of musical expertise on novice computer programming. Engaging novices with computer programming is one of the great challenges of computer science education. Although there is extensive research focusing on constructionist approaches to programming education and creative entry points to programming, little research addresses the topic of how musical expertise informs an unstructured programming activity. To answer this question I focused on the role of participant talk during programming, patterns in participant programming, and evidence of computational thinking in participants’ final Scratch projects. For this interpretivist study, I worked with a dozen novice programmers from a variety of musical backgrounds: classical musicians, jazz musicians, composers, and non- musicians. Each participant worked on a free-form musical project in the Scratch programming environment. I collected data including participant talk, screen recordings of participant programming, and participants’ final Scratch projects. Overall, musical participants more readily took to the numeracy involved in programming music in Scratch. Also, musical participants were able to use musical concepts and techniques as jumping-off points for programming challenges. Considering my results by participant group, composers stood out in a number of ways: working the longest, testing their programs the most often, adding Scratch objects the slowest, v removing the most Scratch objects, creating projects of the greatest nested depth, and unanimous use of operators and random numbers. Non-musicians, on the other hand, worked for the shortest amount of time, added the fewest Scratch objects, and created projects of the lowest nested depth. In addition to adding to the body of research around chunking and tinkering, this study reinforces the importance of context and comfort in an introduction to computer programming. Composition may be an especially rich area to leverage, given the design- like programming activity of the composers here. Future research projects could resemble this one while focusing on younger learners, explicit musical concepts like those invoked by participants, or alternative performing arts framings such as theater or dance.Curriculum and Instructio

A Case Study: Motivational Attributes of 4-H participants engaged in Robotics

Robotics has gained a great deal of popularity across the United States as a means to engage youth in science, technology, engineering, and math. Understanding what motivates youth and adults to participate in a robotics project is critical to understanding how to engage others. By developing a robotics program built on a proper understanding of the motivational influences, the program can be built on a foundation that addresses these influences. By engaging more youth in the robotics program, they will be able to envision a future for themselves as a high-school or college graduate, in addition to a viable employee with marketable skills in tough economy. The purpose of this research was to evaluate the underlying motivational attributes or factors that influenced 4-H youth, parents, volunteers, and agents to participate in the Mississippi 4-H robotics project. Specifically, this research focuses on two unique counties in Mississippi with very diverse populations. Interviews with participants, observation, and document analysis which took place occurred over the course of a robotics year – October to July. This study sought to identify motivational attributes of participants in the robotics project. Once identified these attributes could be used when developing new program curricula or expanding into new counties in Mississippi. Data analysis revealed that there are many unique motivational factors that influence participants. Among these factors, (1) the desire to build and construct a robot, (2) competition and recognition, (3) desire for future success and security, (4) safe place to participate and build relationships, (5) teamwork, (6) positive role models, and (7) encouragement

Spartan Daily, November 7, 2013

Volume 141, Issue 31https://scholarworks.sjsu.edu/spartandaily/1450/thumbnail.jp

UTILIZATION OF ACCELERATOR FACILITIES IN MOBILE APP DEVELOPER STARTUPS

This interpretive grounded theory study describes and analyses how early-stage mobile app developer startups utilize an accelerator’s facilities to develop and publish their game applications on a platform. The data was collected by interviewing 20 startups participating in an accelerator operated by a mobile platform-owner. Our model shows that the accelerator is affecting our early-stage startups in five areas of: their 1) market-related activities, 2) resources, 3) startup’s capabilities, 4) experimenting activities, and 5) game design activities. We discuss how the startups utilize the accelerator’s facilities to improve their capabilities and knowledge inside their firms which can affect their game design, access to resources, and improve their market-related activities. Furthermore, they make the accelerator into a social boundary resource through which they aim 1) to collaborate with and impact the platform decisions more effectively, and 2) to gain access to resources from other members of the ecosystem, in order to increase the chance of acquiring more users and building a reputation for entering other platforms. Our study enriches the existing literature in the areas of mobile application development and accelerators by shedding light on the game development activities of early-stage startups that have been selected to a platform-owned accelerator. Keywords: Mobile App Development, Boundary Resource, Accelerators, Grounded Theory study