刮擦
创造力
计算机科学
形成性评价
计算思维
编码(社会科学)
多媒体
可视化程序设计语言
增强现实
人工智能
人机交互
心理学
数学教育
程序设计语言
社会学
社会心理学
社会科学
作者
Liuqing Chen,Shuhong Xiao,Yunnong Chen,Yaxuan Song,Ruoyu Wu,Lingyun Sun
标识
DOI:10.1145/3613904.3642229
摘要
As Computational Thinking (CT) continues to permeate younger age groups in K-12 education, established CT platforms such as Scratch face challenges in catering to these younger learners, particularly those in the elementary school (ages 6-12). Through formative investigation with Scratch experts, we uncover three key obstacles to children's autonomous Scratch learning: artist's block in project planning, bounded creativity in asset creation, and inadequate coding guidance during implementation. To address these barriers, we introduce ChatScratch, an AI-augmented system to facilitate autonomous programming learning for young children. ChatScratch employs structured interactive storyboards and visual cues to overcome artist's block, integrates digital drawing and advanced image generation technologies to elevate creativity, and leverages Scratch-specialized Large Language Models (LLMs) for professional coding guidance. Our study shows that, compared to Scratch, ChatScratch efficiently fosters autonomous programming learning, and contributes to the creation of high-quality, personally meaningful Scratch projects for children.
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