Creative Programming Experiences for Teenagers

Abstract

With the proliferation of programming languages for children (i.e., Scratch, Alice, Kodu) combined with programmable hardware (i.e., Arduino, 3D printers, robots); efforts to provide evidence based best practices for introducing and engaging children in programming is urgently needed. In this work-in-progress we present the early results of an empirical investigation, regarding students' attitudes towards the creative learning context, and the differences between female and male students. The context is a workshop program, implemented by a group of computer science researchers and artists, with the purpose to introduce young students' programming through creative and meaningful experiences. Hundred and twenty-eight 15-years old students participated to the program. The empirical evaluation is implemented by a post-survey with 105 respondents, and organized around six attitudes: Satisfaction; Intention to use; Enjoyment; Easiness; Usefulness; and Learning Performance. Quantitative data analysis show that there is significant difference between the two genders and that the attitudes have significant relations between them.