Taking Coding Home: Analysis of ScratchJr Usage in Home and School Settings

Autor/inn/en	Unahalekhaka, Apittha; Bers, Marina Umaschi
Titel	Taking Coding Home: Analysis of ScratchJr Usage in Home and School Settings
Quelle	In: Educational Technology Research and Development, 69 (2021) 3, S.1579-1598 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Unahalekhaka, Apittha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-021-10011-w
Schlagwörter	Coding; Programming; Educational Technology; Technology Uses in Education; Handheld Devices; Telecommunications; Computer Oriented Programs; Young Children; Early Childhood Education; Teaching Methods; Distance Education; Conventional Instruction + Suchen Sie Ihr Suchwort? Codierung; Programmierung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Computerprogramm; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht
Abstract	With a growing number of ScratchJr usage, over 19 million users worldwide, we examined the use in the United States of the free ScratchJr programming language, explicitly designed for young children ages 5-7, to learn how to code. Our objective was to explore children's usage of the ScratchJr tablet app at home and school settings. We analyzed usage data from Google Analytics in 1.5 years, comparing Scratchsr usage in the two different settings. Our dataset comprised a total of 4,352,802 coding sessions, generated by a daily average of 2525 home users and 9969 school users. The results suggested that, although children in both settings on average spent an equal duration with ScratchJr, children in home settings spent more time exploring advanced coding blocks and the paint editor compared to children at school. Further, children at school tended to use similar types of coding blocks across several days. In contrast, children at home were more likely to use a diversity of block categories and difficulty levels. The implications of this research are, first, that usage patterns may help us understand how children across settings learn to program differently. Second, based on these findings, it may be essential for parents at home and educators at school to consider using different approaches and strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01