You are here:

The Scratch Programming Language and Environment

, , , ,

ACM Transactions on Computing Education Volume 10, Number 4, ISSN 1946-6226


Scratch is a visual programming environment that allows users (primarily ages 8 to 16) to learn computer programming while working on personally meaningful projects such as animated stories and games. A key design goal of Scratch is to support self-directed learning through tinkering and collaboration with peers. This article explores how the Scratch programming language and environment support this goal. (Contains 10 figures, 1 table, and 1 footnote.)


Maloney, J., Resnick, M., Rusk, N., Silverman, B. & Eastmond, E. (2010). The Scratch Programming Language and Environment. ACM Transactions on Computing Education, 10(4),. Retrieved April 22, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


View References & Citations Map

Cited By

  1. Papert's Legacy: Logo, Legos, and Playful Learning

    Jason Powell, The University of North Texas, United States

    EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 153–157

  2. Solving math and science problems in the real world with a computational mind

    Juan Olabe, Department of Electrical and Computer Engineering, Christian Brothers University, U.S, United States; Xabier Basogain, Department of Systems and Automatic Engineering, University of the Basque Country, Spain; Miguel Olabe, Departamento de Ingeniera de Comunicaciones, University of The Basque Country; Inmaculada Maz, Departamento de Psicologa Evolutiva, University of The Basque Country; Carlos Castao, Departamento de Organizacin Didctica, University of The Basque Country

    Journal of New Approaches in Educational Research (NAER Journal) Vol. 3, No. 2 (Jul 15, 2014) pp. 75–82

  3. Instructional Design of Project-Based Learning and Constructionism: Value-Added Game Development Model Based on Motivation Theories

    Yu Liu, Fulton County Board of Education, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2137–2144

  4. Experimental Evaluation Results of a Game Based Learning Approach for Learning Introductory Programming

    Cagin Kazimoglu, Mary Kiernan, Liz Bacon & Lachlan MacKinnon, University of Greenwich, United Kingdom

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 636–647

  5. The Effects of Tinkerability on Novice Programming Skill Acquisition

    Tian Luo, Ohio University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 742–748

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact