Programming Languages

Building a program in Scratch was a different experience than expected. This program allowed the avatar (costume) to perform different functions and move in different directions by specifying coordinates. At first, figuring out how to get the costume to face and move in a specific direction was challenging. However, through watching the blocks, it was noted that the coordinates changed with the costume’s position. Inputting these coordinates allowed the costume to move to the precise locations specified.

Programming using Scratch is engaging because the animation creates a game-like feel. This keeps the user engaged and minimizes the tedium of coding because of the excitement and engagement of playing a game.

Looking at the differences between Scratch and a more advanced language like Python, it is easy to understand why Scratch is easier for a beginner to use. According to Huansong, learning programming using Scratch helps develop analytical problem-solving skills and improves the teacher’s ability to engage their students (Huansong, 2021).

Looking at the examples of Python given in the class text, it is hard to tell whether the author is just bad at simplifying concepts for beginners or if the programming language is itself hard to understand. However, since Python is popularly touted as an easy-to-understand programming language, further research may render the language easier to understand.

Based on my personal experience with these two languages, Scratch is a far easier language to learn. I would recommend it for children and beginners as the game-like model makes learning the language enjoyable.

Scratch project link:

https://scratch.mit.edu/projects/1000797195

REFERENCES:

Huansong, Y., Jia’En, W., & Mengting, S. (2021). The Practice and Exploration of Scratch Programming Instruction in Elementary School Based on Game Design. 2021 IEEE Conference on Telecommunications, Optics and Computer Science (TOCS), Telecommunications, Optics and Computer Science (TOCS), 2021 IEEE Conference On, 186–190. https://doi.org/10.1109/TOCS53301.2021.9688834

Swacha, J., & Szydłowska, J. (2023). Does Gamification Make a Difference in Programming Education? Evaluating FGPE-Supported Learning Outcomes. Education Sciences, 13(10), 984. https://doi.org/10.3390/educsci13100984