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The Handwriting Programming Language for Primary School: Aligning Computer Science Education with Established Teaching Practices

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: The Handwriting Programming Language for Primary School: Aligning Computer Science Education with Established Teaching Practices
Γλώσσα: English
Συγγραφείς: Jérôme Brender (ORCID 0009-0008-3279-5641), Laila El-Hamamsy (ORCID 0000-0002-6046-4822), Christian Giang (ORCID 0000-0003-2034-9253), Laura Mathex, Tanja Käser (ORCID 0000-0003-0672-0415), Francesco Mondada (ORCID 0000-0001-8641-8704)
Πηγή: Educational Technology Research and Development. 2025 73(4):2699-2738.
Διαθεσιμότητα: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 40
Ημερομηνία έκδοσης: 2025
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Handwriting, Programming Languages, Computer Science Education, Teaching Methods, Elementary School Students, Elementary School Teachers
DOI: 10.1007/s11423-025-10503-z
ISSN: 1042-1629
1556-6501
Περίληψη: Generalist primary school computer science (CS) teachers are often reluctant to introduce CS activities that go beyond CS unplugged tasks. To address this challenge, we drew from constructive alignment principles to implement a new programming modality for primary school: the handwriting programming language (HPL). HPL brings programming activities closer to existing teaching practices by enabling students to write instructions on paper, take a picture, and have an agent execute them. HPL's applicability in classrooms was investigated in two stages. First, 49 primary school teachers evaluated two alternative programming modalities--HPL and an equivalent paper-based Tangible Programming Language--using the technology acceptance model (TAM). As teachers preferred HPL, we then conducted a 3-session quasi-experimental study with 143 public school students (aged 9-10) to compare HPL's acceptance (with the TAM) and learning outcomes (with a validated test) to the established Scratch programming language. The findings indicate that: (i) over 80% of teachers were willing to use HPL to teach CS in class, irrespective of gender or prior experience; (ii) HPL-students exhibited less trial-and-error behaviour than Scratch-students (fewer attempts, more time between attempts); (iii) students perceived HPL as positively as Scratch; (iv) HPL-students learned as much as Scratch-students. In conclusion, HPL is an accessible, accepted, and pedagogically meaningful means of teaching CS that is as efficient as Scratch to teach CS in primary school. HPL's efficiency and acceptance by teachers and students suggests that handwriting-based programming languages may help shift primary school CS teaching practices, and make CS education more widespread, bringing us closer to CS for all.
Abstractor: As Provided
Entry Date: 2025
Αριθμός Καταχώρησης: EJ1483875
Βάση Δεδομένων: ERIC
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  – Url: https://dx.doi.org/doi:10.1007/s11423-025-10503-z
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  Data: <searchLink fieldCode="AR" term="%22Jérôme+Brender%22">Jérôme Brender</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0008-3279-5641">0009-0008-3279-5641</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laila+El-Hamamsy%22">Laila El-Hamamsy</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6046-4822">0000-0002-6046-4822</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christian+Giang%22">Christian Giang</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2034-9253">0000-0003-2034-9253</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Mathex%22">Laura Mathex</searchLink><br /><searchLink fieldCode="AR" term="%22Tanja+Käser%22">Tanja Käser</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0672-0415">0000-0003-0672-0415</externalLink>)<br /><searchLink fieldCode="AR" term="%22Francesco+Mondada%22">Francesco Mondada</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8641-8704">0000-0001-8641-8704</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Technology+Research+and+Development%22"><i>Educational Technology Research and Development</i></searchLink>. 2025 73(4):2699-2738.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Handwriting%22">Handwriting</searchLink><br /><searchLink fieldCode="DE" term="%22Programming+Languages%22">Programming Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink>
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  Data: Generalist primary school computer science (CS) teachers are often reluctant to introduce CS activities that go beyond CS unplugged tasks. To address this challenge, we drew from constructive alignment principles to implement a new programming modality for primary school: the handwriting programming language (HPL). HPL brings programming activities closer to existing teaching practices by enabling students to write instructions on paper, take a picture, and have an agent execute them. HPL's applicability in classrooms was investigated in two stages. First, 49 primary school teachers evaluated two alternative programming modalities--HPL and an equivalent paper-based Tangible Programming Language--using the technology acceptance model (TAM). As teachers preferred HPL, we then conducted a 3-session quasi-experimental study with 143 public school students (aged 9-10) to compare HPL's acceptance (with the TAM) and learning outcomes (with a validated test) to the established Scratch programming language. The findings indicate that: (i) over 80% of teachers were willing to use HPL to teach CS in class, irrespective of gender or prior experience; (ii) HPL-students exhibited less trial-and-error behaviour than Scratch-students (fewer attempts, more time between attempts); (iii) students perceived HPL as positively as Scratch; (iv) HPL-students learned as much as Scratch-students. In conclusion, HPL is an accessible, accepted, and pedagogically meaningful means of teaching CS that is as efficient as Scratch to teach CS in primary school. HPL's efficiency and acceptance by teachers and students suggests that handwriting-based programming languages may help shift primary school CS teaching practices, and make CS education more widespread, bringing us closer to CS for all.
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