@inproceedings{09a584e14968477b8030cf51f6003f66,
title = "Measuring the computational in computational participation: Debugging interactive stories in middle school computer science",
abstract = "An equitable implementation of K-12 computer science must support inclusive literacy practices, but it must also develop concrete skills. This study analyzes the extent to which a computer science curriculum based on digital storytelling helped students become more effective at debugging. Prior research has developed digital storytelling as a medium for computational participation, but few studies have reported detailed results on growth in computer science skills. Meanwhile, research on debugging has tended not to address sociocultural factors. This study, conducted over four months of a middle-school computer science course using interactive storytelling, analyzed student reading, writing, and debugging practices based on approximately 1000 story edits and user behavior collected from the platform's logs. The results suggest that literacy-based computer science education using digital storytelling can be productive for developing skills such as debugging.",
author = "Chris Proctor",
note = "Publisher Copyright: {\textcopyright} ISLS.; 13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019 ; Conference date: 17-06-2019 Through 21-06-2019",
year = "2019",
language = "English",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "104--111",
editor = "Kristine Lund and Niccolai, \{Gerald P.\} and Elise Lavoue and Cindy Hmelo-Silver and Gahgene Gweon and Michael Baker",
booktitle = "A Wide Lens",
address = "United States",
}