Nathan Holbert

From Blocks to Text and Back: Programming Patterns in a Dual-Modality Environment

Blocks-based, graphical programming environments are increasingly becoming the way that novices are being introduced to the practice of programming and the field of computer science more broadly. An open question surrounding the use of such tools is how well they prepare learners for using more conventional text-based programming languages. In an effort to address this transition, new programming environments are providing support for both blocks-based and text-based programming. In this paper, we present findings from a study investigating how learners use a dual-modality environment where they can choose to work in either a blocks-based or text-based interface, moving between them as they choose. Our analysis investigates what modality learners choose to work in, and if and why they move from one representation to the other within a single project. We conclude with a discussion of design implications and future directions for this work. This work contributes to our understanding of the affordances of blocks-based programming environments and advances our knowledge on how best to utilize them.

Designing Educational Video Games to Be Objects-to-Think-With

In this article we propose that educational game design should work to create games as objects-to-think-with—games that engage players in the exploration of and experimentation with personally interesting questions around domain-relevant representations. We argue that this design focuses on developing tools and interactions that the player can use for inquiry and productive thinking. As a step toward achieving this goal, we propose the constructible authentic representations design principle and illustrate this principle using a prototype game, Particles!, for exploring the particulate nature of matter. Observations of game play and interviews with 9 children ages 11–14 suggest that core game representations and mechanics provided players with a space for engaging in useful scientific practices and knowledge resources for reasoning about the important role molecular structure plays in material properties beyond the game. We explore how this design proposal extends and complements existing constructivist game design frameworks. Furthermore, we suggest that the framework of games as objects-to-think-with should push the educational game design community to consider the complexity and nuance of cognition and to embrace and champion the learner in game design.