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Learning Programming with IPRO: The Effects of a Mobile, Social Programming Environment ARTICLE

, University of Texas at Austin, United States ; , University of Texas at San Antonio, United States ; , University of Texas at Austin, United States ; , University of Vermont, United States

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    • Journal of Interactive Learning Research Volume 24, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

    Abstract

    In this paper, we present two studies examining how high school students learn to program in a mobile, social programming environment that we have developed and deployed (“IPRO”). IPRO is delivered, with an associated curriculum, as an iPod Touch app and is freely and publicly available. We find that the affordances of mobility and collaboration in IPRO deployed in a short enactment (~90 minutes) lead to improved performance on programming content targets, improved performance on computational content transfer targets, and improved attitudes towards programming and computer science more generally.

    Citation

    Martin, T., Berland, M., Benton, T. & Smith, C.P. (2013). Learning Programming with IPRO: The Effects of a Mobile, Social Programming Environment. Journal of Interactive Learning Research, 24(3), 301-328. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved July 22, 2018 from .

    © 2013 Association for the Advancement of Computing in Education (AACE)