Closing the Block-to-Text Gap: A Domain-Specific JavaScript Editor for Early Computational Thinking
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arXiv
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| Format: | Preprint |
| Published: |
2025
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| _version_ | 1866909933173211136 |
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| author | Enea, Andrei |
| author_facet | Enea, Andrei |
| contents | This paper presents a web-based JavaScript editor designed to help children aged 8-10 transition from block-based to text-based programming. The system introduces a simplified domain-specific language (DSL) focused on visual art, combining authentic JavaScript syntax with immediate, creative visual feedback. A four-week pilot study (N = 15) demonstrated significant improvements in computational thinking skills (mean CTCI gain of +10.9, p < 0.001), along with a 70% reduction in syntax errors. Participants advanced from basic drawing functions to sophisticated algorithmic designs using loops, conditionals, and animations. By integrating constructionist principles with a visual-first DSL, this research contributes a validated pedagogical framework for easing the block-to-text transition in K-12 computer science education. The system encourages creativity, self-correction, and sustained engagement, offering educators a practical, scalable tool for introducing authentic coding to young learners. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2512_00012 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Closing the Block-to-Text Gap: A Domain-Specific JavaScript Editor for Early Computational Thinking Enea, Andrei Human-Computer Interaction Computers and Society This paper presents a web-based JavaScript editor designed to help children aged 8-10 transition from block-based to text-based programming. The system introduces a simplified domain-specific language (DSL) focused on visual art, combining authentic JavaScript syntax with immediate, creative visual feedback. A four-week pilot study (N = 15) demonstrated significant improvements in computational thinking skills (mean CTCI gain of +10.9, p < 0.001), along with a 70% reduction in syntax errors. Participants advanced from basic drawing functions to sophisticated algorithmic designs using loops, conditionals, and animations. By integrating constructionist principles with a visual-first DSL, this research contributes a validated pedagogical framework for easing the block-to-text transition in K-12 computer science education. The system encourages creativity, self-correction, and sustained engagement, offering educators a practical, scalable tool for introducing authentic coding to young learners. |
| title | Closing the Block-to-Text Gap: A Domain-Specific JavaScript Editor for Early Computational Thinking |
| topic | Human-Computer Interaction Computers and Society |
| url | https://arxiv.org/abs/2512.00012 |