A Crowd-Programming Approach for Computational Thinking Education

Abstract

This paper proposes a crowd-programming approach for computational thinking education. An evaluation study was conducted with 61 high school students to investigate four hypotheses: 1) Learners using the computer-supported crowd-programming system require less time for problem-solving, 2) they need less attempts for correct solutions, 3) they tend not to request bottom-out hints for programming problems, and 4) they can solve more programming problems within 70 minutes than in other conditions.