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Taking coding home: analysis of ScratchJr usage in home and school settings.

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Bibliographic Details
Title: Taking coding home: analysis of ScratchJr usage in home and school settings.
Authors: Unahalekhaka, Apittha, Bers, Marina Umaschi
Source: Educational Technology Research & Development; Jun2021, Vol. 69 Issue 3, p1579-1598, 20p
Subject Terms: HOME schooling, BLOCK codes, SCHOOL children, PROGRAMMING languages, SCHOOL gardens
Geographic Terms: UNITED States
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. [ABSTRACT FROM AUTHOR]
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Database: Complementary Index
Description
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. [ABSTRACT FROM AUTHOR]
ISSN:10421629
DOI:10.1007/s11423-021-10011-w