Article

Analysis of the Learning Process of Computer Programming

Logic in an 8-Year-Old Elementary School Student at Home
through the Scratch Program
Victor García

Faculty of Computer Sciences, Multimedia and Telecommunication; eLearn Center; Universitat Oberta de Catalunya (UOC), Rambla del Poblenou,
156, 08018 Barcelona, Spain; vgarciahe@uoc.edu

Abstract: This paper presents a study guide and an analysis of its use in the computer programming learning process of an 8-year-
old elementary school student through the Scratch program. The research’s objective is to explore and understand how this
individual student approaches learning programming skills and tackles challenges within the Scratch environment. An individual
case study approach was adopted at home, combining qualitative and quantitative methods to gain a comprehensive insight into
the student’s learning process. The study was conducted without grant support, and the researcher actively participated as an
educator and observer in the student’s learning sessions. Performance was assessed, and a semi-structured interview was
conducted to inquire about the student’s experiences, motivations, and interests regarding programming in Scratch, as well as their
feelings after the training. Additionally, the student’s activities during programming sessions were meticulously recorded, and
projects created in Scratch were analyzed to assess progress and understanding of concepts. The findings of this research have the
potential to contribute to the field of programming education and provide valuable insights into how young elementary school-
aged individuals can acquire computer and programming skills in an interactive environment like such as Scratch. The results
obtained demonstrate that using the proposed guide to introduce elementary school students to programming at home, with
parents acting as educators, is feasible. Therefore, it helps facilitate access to this knowledge,
Citation: García, V. Analysis of the
which is currently limited for many individuals in an official educational setting.
Learning Process of Computer
Programming Logic in an 8-Year-
Old Elementary School Student at
Keywords: keyword 1; keyword 2; keyword 3
Home through the Scratch Program.
Digital 2024, 4, x.
https://doi.org/10.3390/xxxxx
1. Introduction
Academic Editor(s): Name
Early education in new technologies such as robotics and programming is emerging
Received: 29 November 2023
as an option in many primary schools, and its popularity is on the rise [1]. However,
Revised: 14 December 2023
currently, there is a significant disparity between areas, schools, and families to in access
Accepted: 21 December 2023
to this type of education. In most cases, resorting to private extracurricular classes is
Published: date
necessary [2] if elementary school students are to acquire these skills. Therefore, the
motivation of this research lies in the current need to comprehensively define and

Copyright: © 2023 by the authors.

Submitted for possible open access
publication under the terms and
conditions of the Creative Commons
Attribution (CC BY) license
(https://creativecommons.org/license
s/by/4.0/).

Digital 2024, 4, Firstpage–Lastpage. https://doi.org/10.3390/xxxxx www.mdpi.com/journal/digital

Digital 2024, 4, FOR PEER REVIEW 2

strategically address pervasive disparities in programming learning [3,4], especially in

the unique context of home education. While traditional classroom activities have
played a crucial role in mitigating educational gaps, substsantial challenges persist,
hindering widespread access in various regions, schools, and family environments [5].
Despite concerted efforts, the need to innovate in educational approaches beyond the
limitations of conventional classrooms is evident, and this research aims to contribute to
this need. Existing The existing literature recognizes the importance of classroom
interventions; however, it consistently highlights persistent disparities in programming
education, emphasizing the need for multifaceted strategies [6–10]. This research
positions itself as a bridge to overcome this educational gap by delving into the
effectiveness of home learning. It strives to provide nuanced insights into the central role
parents can play in developing their children’s programming skills, an aspect that can be
highly relevant in contemporary educational discourse [11,12]. In doing so, this study
aims to move beyond the conventional paradigm of programming education, focusing
on family and home learning environments as powerful contributors to fostering a more
equitable distribution of programming skills among elementary school students. This
study may gain further relevance due to demographic trends in certain areas, especially
in Europe, where families increasingly consist of one or two children [13]. The
significance of this demographic pattern lies in its implications for educational
dynamics, as smaller family sizes can amplify the role of parental involvement in the
learning process [14,15]. The subsequent focus on home teaching is both pragmatic and
contextually significant.
To facilitate effective home teaching, a comprehensive guide has been meticulously
developed. This guide serves as a pedagogical tool, introducing elementary school
students to the intricacies of video game creation using the Scratch program [16], a
block-based programming language designed for educational purposes. The deliberate
choice of Scratch is derived from its suitability for beginners and its alignment with
educational objectives, fostering a practical and creative approach to programming
learning [17,18]. Despite the prevailing trend towards tablets and mobile devices, this
study recognizes the need to examine students’ transition to alternative platforms, thus
emphasizing a focus on PC-based programming—a critical nuance often overlooked in
the literature [8,18]. This deliberate approach underscores the importance of preparing
students for diverse technological landscapes, acknowledging the multidimensional
nature of their future digital interactions.

1.1. PC Usage
Considering The fact that most students today are more familiar with the use of
tablets and mobile devices rather than desktop PCs [19], this posed the first challenge of
this study. Although there is a version of Scratch for mobile devices, it was decided that
the introduction to programming learning would be carried out through a PC to analyze
Digital 2024, 4, FOR PEER REVIEW 3

the student’s transition to other platforms. The challenges encountered around PC usage
during the teaching process are multifaceted:.
Mouse and Keyboard Handling: Students accustomed to using tablets and touch
devices may face difficulties in adapting to the use of a computer mouse and keyboard.
It might take them some time to develop the fine motor coordination necessary to handle
the mouse precisely and use the keyboard efficiently.
Familiarization with the PC Environment: A student who has been homeschooled
may not be as familiar with the computer environment, including how to navigate the
operating system, open and close programs, and manage files and folders.
Keyboard Shortcuts: Keyboard shortcuts are an efficient way to interact with a
computer and perform quick actions. Introducing the student to the use of keyboard
shortcuts may require time and practice for them to incorporate them into their
workflow.
Internet Search: Although students are increasingly exposed to technology, it is
important to teach them safe and efficient internet search skills. Identifying relevant and
reliable information, as well as avoiding inappropriate sites, can be an initial challenge
for the student.
The observed lack of computer skills among contemporary schoolchildren, despite
their proficiency with smartphones and tablets, draws attention to the evolving
landscape of technological familiarity. In the early days of introducing computer skills,
the focus primarily revolved around familiarizing individuals with desktop PCs [20,21].
However, the present scenario presents a noteworthy shift, with students now
predominantly engaging with touch-based devices. This shift poses distinctive
challenges, as evidenced by our study. Unlike the era when computer skills were
initially introduced, where desktop PCs were the primary interface, today’s students
grapple with adapting from touch interfaces to traditional mouse and keyboard
interactions [22,23]. This transition highlights the evolving nature of the challenge,
requiring a nuanced understanding of the multifaceted hurdles faced by students in
developing the fine motor skills necessary for precise mouse handling and efficient
keyboard usage. Furthermore, the need for familiarization with the broader computer
environment, including operating systems and keyboard shortcuts, reflects the dynamic
nature of the skills now essential for effective engagement in a digital learning landscape
[24]. By delving into these nuances, this study aims to contribute valuable insights into
the contemporary challenges associated with PC usage in programming education,
setting it apart from the historical introduction of computer skills.

1.2. Concepts of Mathematics and Logic

To introduce programming concepts, it is necessary to introduce new mathematical
concepts to an elementary school student, which poses another challenge. Specifically,
the necessary mathematical concepts weare:
Digital 2024, 4, FOR PEER REVIEW 4

 Concept of Negative Number: Necessary for moving 2D objects along a coordinate

axis, so the student must interpret coordinates (0,0) as the center of the Scratch
editing screen and moving left or down will be done with negative numbers.
 Object Concept: Understanding how objects interact in Scratch, representing
specific entities in the program.
 Creation of Custom Objects: Learning to create and customize objects within the
programming environment.
 Variable Concept: Understanding how variables store information and can be used
in programs.
 Sequential Task Concept: Grasping the importance of organizing instructions in a
logical sequence to achieve specific results.
 Event and Action Concept: Learning how events trigger actions in the program.
 Conditional Concept: Understanding how conditional decisions affect the
program’s flow.
 Loop Concept: Grasping the repetition of actions through loops in programming.
 Function and Function Call Concept: Introduction to designing and using functions
to organize and reuse code.
 Event Concept: Understanding how events can be used to interact with the user and
control the program’s flow.
To address these challenges, an educational guide was developed, which can be
seen in the section “Educational guide” in the Supporting Information. This guide
outlines the steps taken through the creation of a Shmups-type video game inspired by
the famous Star Wars fiction movie. This was chosen with the intention of motivating the
student to create the project. Before that, this guide serves as a tool to help parents and
educators introduce young students to basic mathematical concepts and acquire PC
handling skills to tackle the challenge of learning block programming. After following
the educational guide with the student, their performance was evaluated through a
questionnaire, and their motivation and feelings after the learning process were assessed
through a semi-structured interview.

2. State of the Art

It has been was considered relevant in this section to analyze the integration of
classic works in the field of teaching computational thinking, especially considering the
foundational contributions of LOGO programming researchers, among them the
prominent Seymour Papert and his collaborators. Seymour Papert’s groundbreaking
publications, such as “Mindstorms: Children, computers, and powerful ideas”, [25],
established the intricate relationship between technology and education, highlighting
the importance of individual student efforts to master mathematical concepts and create
video games. This pivotal period marked a shift in focus towards children’s engagement
with computers, as documented in publications like such as [26]. The “Logo Exchange,”
Digital 2024, 4, FOR PEER REVIEW 5

during the 1980 s and 1990 s, played a fundamental role as a central platform for
exploring and discussing children’s activities related to computers. This space was
established as a meeting point for educators, researchers, and professionals interested in
the LOGO educational approach developed by Seymour Papert and his colleagues. Its
main objective was to exchange ideas, strategies, and experiences regarding the
implementation of LOGO in educational settings. Participants shared resources, lessons
learned, and pedagogical proposals focused on programming and computational
thinking for children. The “Logo Exchange” provided a valuable network for those
immersed in the integration of technology in education, offering an enriching insight
into the practical application of LOGO and its benefits in student learning. Given the
direct connection from LOGO to Scratch, a contemporary programming language used
in the current study, referencing, and incorporating ideas from these earlier works
becomes essential to ground the research in a historical context [25,26].
However, in the last decade, we have witnessed a significant educational
transformation with the introduction of robotics and programming in elementary school
teaching. This shift reflects the growing awareness of the importance of preparing
students from an early age for an increasingly digital world. Numerous studies have
explored the multiple advantages of integrating these disciplines into the curriculum,
highlighting their ability to develop cognitive skills, creativity, and problem -solving
[1,18,27–31].
In this context, Scratch has emerged as a pioneer in teaching programming at the
elementary level. Its block-based approach and intuitive visual interface have proven to
be effective tools for introducing coding cosncepts in an accessible and engaging way for
children [18]. Educational projects worldwide have adopted this platform, highlighting
its ability to foster logical thinking and creativity.
Despite these advances, we still face significant challenges in the widespread
implementation of robotics and programming in primary schools. Disparities in the
availability of educational resources in this field create gaps in students’ exposure to
technology [32]. The lack of equal access to these learning opportunities raises crucial
questions about equity in STEM education from an early age.
To address this disparity, a specific guide has been developed for family members
to teach programming with Scratch to elementary school students. This initiative not
only aims to empower parents and guardians to provide additional programming
education, but also addresses time and resource limitations by including student
performance assessment tools [33–35]. This guide has the potential to close the gap by
facilitating programming instruction at home, regardless of resource availability at
school.
Homeschooling, in general, has experienced a significant increase in popularity in
some countries like such as USA. Research indicates that this approach can offer notable
benefits by allowing parents to tailor education to their children’s individual needs [36].
Digital 2024, 4, FOR PEER REVIEW 6

In the specific field of computer science, homeschooling computer science concepts has
emerged as a valuable option. This personalized approach not only fills possible
educational gaps but also allows for a deeper and more contextualized understanding of
computer principles [37].
Homeschooling computer science is not just about filling educational gaps; it goes
beyond by cultivating a solid understanding of the fundamentals and applications of
computer science. This student-centered approach recognizes the diversity of learning
styles and individual paces, thus addressing the limitations of the traditional education
system.
Despite significant efforts to improve programming and robotics education in
elementary school, challenges persist. Disparities in access and lack of time and
resources on the part of parents are crucial concerns that must be addressed to ensure
equitable and comprehensive education. Current solutions, such as guides for
homeschooling and the promotion of homeschooling computer science, offer innovative
responses to these challenges, but ongoing commitment is needed to achieve broader
and more effective implementation.
The current state of robotics and programming education in elementary school
reflects both notable advances and persistent challenges. The promise of preparing
students for a digital future remains a crucial goal, and current strategies seek to address
gaps in access and educational equity. As we move forward, it is imperative to continue
researching and developing innovative approaches to ensure that every student has the
opportunity to acquire key programming and robotics skills, regardless of their
educational environment or available resources.

3. Context
The participant in this study is an 8-year-old primary school student residing in
southern Spain, whose parents are divorced. The student attends regular classes in the
2nd second year of primary education at a public school. The student comes from a
family where both parents have university education.
It is important to note that, up to the point of this study, the student has had no
experience in the field of programming. This includes the absence of programming-
related courses in the school curriculum and extracurricular activities. Additionally, the
student has never used the Scratch program, which was the main focus of this learning
project.
Knowledge transmission in the field of programming took place in the student’s
home environment over a period of 2 months, averaging 1 to 2 h on Mondays,
Wednesdays, and Fridays. Training occurred in a study room with ample lighting and
no disturbances, providing a conducive space for concentration and learning. The
primary facilitator of this process was the student’s father, who played the role of
educator and guide during interactions with the Scratch program.
Digital 2024, 4, FOR PEER REVIEW 7

In academic terms, the student maintains an above-average performance in the

regular studies performed, although the student has had no previous exposure to
subjects related to programming. Despite this lack of formal experience, the student
exhibited notable enthusiasm and motivation toward the idea of creating an their own
video game. This initial positive and curious attitude may be a key factors influencing in
the learning process.
It is essential to consider that, given the student’s age, the approach shown to
learning programming is expected to be influenced by the student’s natural disposition
to explore new ideas and concepts in a playful manner. Leveraging this natural
inclination toward play and exploration allows for fostering a dynamic and stimulating
learning environment. As the home serves as the educational center, it is considered a
comfortable and familiar space where the student can not only learn effectively, but also
feel more relaxed and open to experimentation.
This pedagogical approach, based on experimentation and play, not only aims to
facilitate the understanding of programming concepts, but also seeks to establish a solid
foundation for the development of logical thinking and problem-solving skills in the
student. The home environment offers flexibility to adapt learning sessions to the
student’s individual schedules and rhythms, allowing for more personalized attention.
Furthermore, this study not only aims to analyze the student’s learning process, but
also seeks to provide valuable guidance for other parents who may be interested in
taking on the role of educators in teaching programming to their children. The
challenges and successes documented in this research can serve as a reference for
parents seeking effective strategies to introduce their children to the world of
programming in an accessible and enjoyable manner. The shared experience may inspire
other parents to embark on similar educational adventures, thus strengthening the
connection between home learning and students’ academic development.
With these contextual elements, the study aims to analyze in detail the
programming learning process in an 8-year-old primary school student through the use
of Scratch, highlighting both the challenges encountered and the achievements obtained
throughout this unique educational experience.
Digital 2024, 4, FOR PEER REVIEW 8

4. Research Questions
In this study, the proposed educational guide has been was followed for the
transmission of programming knowledge (see Supporting Information);, thus, when
following this guide, the questions for this study aim to determine the following when
following this guide:
How does the educational guide contribute to easing the adaptation of an
elementary school student to desktop PC usage in the contemporary technological
landscape?
In the context of current computational thinking education, how effective is the
guide in facilitating an elementary school student to acquire foundational mathematical
knowledge for initiating programming?
Can the educational guide effectively introduce and lead to proficient performance
in computer programming learning for an elementary school student within the present
educational paradigm?
What are the contemporary sentiments and experiences of an elementary school
student upon following this educational guide, considering the evolving landscape of
technology and education?

5. Theoretical Discussion
The guide designed for the introduction to programming through Scratch, aimed at
elementary school students with the purpose of creating a Shmups-type game, is based
on a pedagogical approach that amalgamates various educational methodologies of
recognized value. This comprehensive approach seeks not only to cultivate
programming skills but also to foster cognitive abilities, creativity, and autonomy in
students.
Discovery Learning [38], inspired by Bruner’s theory, is manifested through the
assignment of open projects. These projects, designed to allow students to explore and
discover programming concepts autonomously, encourage experimentation and
independent problem -solving.
The Experiential Learning or Practical Learning methodology [39], based on Kolb’s
theory of eExperiential lLearning, emphasizes the direct application of knowledge
through practical sessions on the computer and the creation of projects. Practical
experience in Scratch emerges as a fundamental pillar for the effective understanding
and retention of programming concepts.
Although not explicitly mentioned, the guide promotes Collaborative Learning by
encouraging students to present and explain their projects to other students.
Collaboration in problem-solving and the joint creation of knowledge, grounded in
Dillenbourg et al.’s research [40], becomes a key component of this educational proposal.
Digital 2024, 4, FOR PEER REVIEW 9

The Personalized Methodology, based on Hattie and Timperley’s feedback theory

[41], is reflected in individualized tutoring sessions. This approach involves adapting the
educational strategy according to each student’s learning style and identifying specific
areas that require development.
Project-Based Learning, supported by Thomas’s research [42], is manifested in the
initiation and continuation phases of the ShuWars project. Through the gradual creation
of a game, students apply and consolidate the acquired knowledge, promoting practical
problem -solving.
Reflective or Metacognitive Methodology, inspired by Flavell’s theory [43], is
incorporated through self-assessment. Students are encouraged to reflect on their
progress and set goals for the future. This metacognitive approach promotes a deeper
understanding and increased awareness of their learning processes.
Following the principles of Active Learning proposed by Bonwell and Eison [44],
the guide encourages the direct participation of students in free exploration projects and
challenges. This active approach ensures practical understanding and effective retention
of programming concepts.
These methodologies, synergistically integrated, form a comprehensive educational
approach that aspires to provide an enriching and effective experience in teaching
programming to students through Scratch. The resources used to create the video -game
proposed can be found at [45].

6. Research Methodology
The methodology followed to carry out this research can be summarized in the
following points:
 Guide Design
A structured guide was designed to teach programming to elementary school
students through the creation of a Shmups-type game. The guide was divided into
sections, each focusing on specific aspects, from the introduction to the PC to the
creation and presentation of advanced projects. The guide’s design follows a descriptive
methodology approach [46] by detailing the activities and sections intended for
programming teaching. The selection of a single student for the implementation of the
programming introduction guide through Scratch is justified from an academic,
research, and logistical perspective. This preliminary investigation can be considered a
“pilot study” that explores the feasibility and effectiveness of the guide before more
extensive research [47]. Furthermore, the choice of a single participant aligns with
exploratory approaches, allowing for a thorough understanding before delving into
broader research inquiries [48]. This study can be conceptualized as a “single case
study” providing detailed insights and specific context [49]. Additionally, this approach
can be considered in line with personalized and adaptive strategies, especially
Digital 2024, 4, FOR PEER REVIEW 10

considering tutoring and continuous adaptation [50]. Due to access to students and the
logistics involved in conducting a more extensive study with other parent educators, it
was decided to carry out this preliminary research. The limitations of this study can be
seen in the limitations section of this work. In addition, the use of single-case studies in
programming education can be justified by their ability to provide in-depth insights into
the learning process of individual students and the effectiveness of specific instructional
strategies. Plavnick and Ferreri (2013) emphasize the value of single-case experimental
designs in educational research for conducting causal analyses in teaching and learning
[51]. This approach allows educators to systematically evaluate the impact of different
instructional methods on the programming proficiency of individual students.
Additionally, the case study approach described by Clancy and Linn (University of
California, Berkeley) provides a framework for presenting programming problems,
expert problem-solving processes, and student engagement through the analysis of
alternatives and reflection on problem-solving methods [52]. By uUsing single-case
studies, educators can tailor their instructional approaches to the specific needs of
individual students, ultimately enhancing the effectiveness of programming education.
Finally, the literature on single-case studies in educational research provides a
methodological foundation for rigorously examining the impact of educational
interventions on individual student learning outcomes [51]. This justifies the use of
single-case studies as a valuable tool for informing evidence-based practices in
programming education.
 Participant Selection
A single elementary school student was selected as a participant in the experiment,
falling under intentional sampling [53]. Parental consent was obtained, and the
objectives and nature of the activities were explained.
 Learning Sessions
Practical sessions were conducted according to the designed guide following an
experimental methodology [54]. Each session focused on a section of the guide,
addressing topics such as mouse handling, navigating the operating system, exploring
Scratch, applying mathematical concepts, and project creation.
 Quantitative and Qualitative Assessment
A mixed methodology was followed [55] and was used as research instrument by
using: (1) a quantitative questionnaire, as mentioned earlier, which was designed to
assess the participant’s performance in following the provided guide based on the
educational items and scales outlined in the Supporting Information. The questionnaire
aimed to evaluate aspects such as mouse handling, Scratch comprehension, and the
application of mathematical concepts. Additionally, a semi-structured interview was
conducted to assess the student’s feelings and perceptions toward learning and
programming. The semi-structured interview served as a key instrument to gather
Digital 2024, 4, FOR PEER REVIEW 11

qualitative data regarding the student’s perception, experiences, and reflections

throughout the learning process. Its purpose was to explore the student’s thoughts,
feelings, and insights related to the learning journey with Scratch programming,
providing an opportunity for the student to express their motivation, challenges faced,
and overall perception of the educational approach. The interview was conducted in a
semi-structured format, allowing flexibility for open-ended questions while maintaining
a predefined set of topics related to the learning process. Questions covered aspects such
as the student’s enjoyment of the learning process, challenges faced, and future
aspirations in programming. In relevance to the study, the semi-structured interview
offered qualitative data that enriched the understanding of the student’s subjective
experience and provided valuable context to complement the quantitative performance
evaluations. The interview was recorded, transcribed, and analyzed using a thematic
coding approach with the following categories: (1) Love for Learning, (2) Ease with
Mouse and Keyboard, (3) Fun in Creativity, (4) Sense of Achievement, (5) Sharing and
Teaching, (6) Collaborative Problem-Solving, (7) Independent Exploration, (8) Positive
Learning Outcome, and (9) Excitement for Future Learning.
 Tutoring Sessions
Regular tutoring sessions were scheduled following a longitudinal methodology
[56] to review progress, address questions, and provide guidance. Adaptation of the
educational approach according to the student’s learning style was carried out during
these sessions.
 ShuWars Project Creation and Continuation
The ShuWars project was initiated following a project-oriented methodology [57],
where the student gradually applied the concepts learned to create a game. Creativity
was encouraged by assigning new functionalities, and the student was encouraged to
present and explain their projects.
 Ongoing Evaluation and Feedback
Periodic reviews of the student’s work were conducted following a formative
methodology [58], using quantitative and qualitative assessment. Detailed feedback was
provided to highlight positive aspects and areas for improvement.
 Documentation and Portfolio Creation
The student was encouraged to document their learning process through
anonymous blog communication following an ethnographic methodology [59]. An
anonymous digital portfolio highlighting projects, skills, and reflections was created.
 Conclusions and Analysis
Results from quantitative and qualitative assessments were collected [60].
Conclusions were derived by analyzing the student’s progress, emotional reactions to
learning, and the quality of projects completed.
Digital 2024, 4, FOR PEER REVIEW 12

 Iteration and Improvement

Results were used to adjust the guide and educational strategies following an action
research methodology [61]. Areas needing more focus were identified, and changes were
implemented to enhance the effectiveness of the teaching-learning process.”

7. Results
The implementation of activities designed to introduce a primary school student to
the use of a desktop PC yielded some interesting results. The methodology structured in
three phases: —Mouse and Keyboard Handling, Operating System Navigation, and
Keyboard Shortcuts, —complemented with Visual and Multimedia Resources, has
proven to be effective. In mouse and keyboard handling, practical exercises were crucial
in improving the required fine motor skills and coordination. Although there was a brief
learning curve at the beginning, these exercises laid the foundation for acquiring
essential motor skills. The introduction of interactive games that required precise mouse
movements and efficient keyboard usage proved to be a motivating approach. Despite a
small initial learning curve, the playful nature of the games contributed to a quick
adaptation.
In the operating system navigation phase, the introduction to the basics of using the
Windows operating system provided a fundamental understanding. Practical exercises
to open and close programs, and manage files and folders allowed for practical
application, facilitating the transition to a broader operating environment. Regarding
keyboard shortcuts, the early presentation of shortcuts and their application in the
programming environment offered an efficient perspective. Regular practice to
incorporate these shortcuts into the student’s workflow contributed to a quick and
effective adaptation. In Figure 1, the student can be seen operating the PC mouse within
the Scratch program.
The systematic integration of regular practices solidified the application of
keyboard shortcuts in the student’s everyday workflow.
Overall, the student experienced a brief initial adaptation phase due to their
familiarity with tablets. However, this period was overcome within the first 20 min of
the session. The rapid adaptation to the use of primary and secondary buttons, opening
and closing programs, executing icons, and using keyboard shortcuts indicates that the
learning curve was not extensive.
During the introduction to the Scratch phase, various activities were carried out to
explore Scratch’s capabilities and develop the student’s programming skills. In the first
activity, Scratch exploration was addressed. This included a general presentation about
the Scratch interface, available tools, and basic functions, as well as the creation of
simple projects to understand how programming blocks work.
Digital 2024, 4, FOR PEER REVIEW 13

Subsequently, specific exercises called mouse coordination exercises were

conducted to improve the student’s motor coordination in dragging and dropping
blocks.

Figure 1. Student under analysis handling the PC smoothly.

In the next stage, called first functionalities with blocks, an introduction to the
concept of objects and the Scratch drawing palette was given to create custom objects.
Additionally, blocks were applied to give basic movements to the created objects.
Next, the creation of basic projects was progressed, involving the gradual
development of more complex projects. This phase aimed to apply and consolidate the
knowledge acquired during the previous stages. Interactive resources were used,
leveraging pre-existing projects in Scratch to allow the student to explore and learn from
practical examples. During these practical sessions, immediate feedback and guidance
were provided to maximize understanding and retention of concepts.
The student showed enthusiasm with the introduction of objects, represented as
images that they could create and modify in Scratch. The idea of being able to assign
actions to these objects through blocks was well -received. Additionally, they managed
Digital 2024, 4, FOR PEER REVIEW 14

to understand the basic Scratch blocks to move objects and create simple scenes. These
results indicate a positive response from the student to the practical application of
acquired knowledge, suggesting satisfactory progress in their understanding and
programming skills with Scratch. Figure 2 shows some of the many simple projects done
completed by the student.
Following the dDiscovery lLearning phase of the presented guide, whose main
objective was to promote the autonomy and the student’s ability to discover and
understand new programming concepts through active exploration,. Tthe activities were
designed to encourage creativity, experimentation, and independent problem -solving.
In the free exploration projects, open-ended assignments were given, allowing the
student to creatively apply the learned programming blocks. The aim was to encourage
experimentation and independent problem -solving.

Figure 2. Some simple scenarios and short films created by the student.
Digital 2024, 4, FOR PEER REVIEW 15

Challenges and puzzles constituted another important part, where programming-

related challenges and riddles in Scratch were presented. The student was encouraged to
solve problems by applying previously learned concepts.
Guided research involved stimulating the student to seek other children’s projects,
research them, and share opinions online, thus fostering active research and interaction
within the online community.
The assessment process was carried out through constructive feedback, including
regular evaluation of the projects and challenges completed by the student. Constructive
feedback was provided to drive continuous improvement and offer specific guidance on
areas of development.
The student responded positively to this section of the guide, creating somewhat
more complex projects, and showing enthusiasm and curiosity in continuing to advance
and modify the created projects. Additionally, they demonstrated interest in finding and
understanding projects already doneundertaken on the internet, indicating a high level
of commitment and motivation to explore and learn autonomously.
In the phase of introducing the student to fundamental concepts of mathematics,
including variables, spatial arrangement, and negative numbers, the designed activities
aimed to provide a practical and applied understanding of these concepts in the Scratch
programming environment. In the first activity on coordinates in a two-dimensional
plane, the coordinate system (x, y) and its application in Scratch objects were explained.
Practical exercises were conducted involving the positioning of objects on the screen (see
Figure 3), providing a tangible understanding of the concept of two-dimensional
coordinates. The section on negative numbers addressed the concept of negative
numbers in relation to spatial arrangement on coordinate axes and their relevance in
programming. Practical exercises were performed to understand how negative numbers
influenced the movement of objects. Although the student showed some difficulty in
comprehension, they could relate these concepts to the coordinates of objects for their
placement on the stage, demonstrating an ability to associate and apply practical
knowledge.
Digital 2024, 4, FOR PEER REVIEW 16

Figure 3. Template with coordinate axes to visually convey the meaning of negative numbers
related to the positioning of the object.

In the section dedicated to variables and basic operations, the concept of variables
and their role in programming was introduced. Practical examples of how to use and
modify variables in Scratch were presented, including basic operations such as addition,
subtraction, multiplication, and division. Concepts such as the counter and the
reinforcement of the object concept were also addressed. The student assimilated these
concepts as a numeric variable whose value is not known in advance, demonstrating
understanding of basic operations and the counter concept.
Visual resources, such as graphics and visual examples, were used to facilitate the
understanding of these mathematical concepts. Practical situations in Scratch were
created that required the use of variables and basic operations, providing a practical and
visual approach to learning.
Although the student experienced some difficulty with the concepts of negative
numbers, they managed to assimilate them by relating them to coordinates on the stage.
Furthermore, the student demonstrated adequate understanding of variables, basic
operations, and other essential mathematical concepts, suggesting positive progress in
assimilating these mathematical fundamentals in the context of programming in Scratch.
Once the project of creating the sShmups-style game began, with the aim of
gradually applying the concepts learned in the previous sections and introducing new
programming logics,. Iin Figure 4, the initial object and its block programming created
Digital 2024, 4, FOR PEER REVIEW 17

by the student in a guided manner can be seen. It is important to note that this figure
provides information highlighting several important programming concepts found in
these blocks. Elements such as positioning, response to events— (such as movements
triggered by pressing a specific button—, ), assigning values to variables, infinite loops,
and “if” conditionals are observed. Last but not leastFinally, function calls are included.
The latter was interpreted by the student similarly to the concept of event-action. In this
case, when an event occurred, such as the collision of a ship, the “explotanave” or
“explode ship” functionality was invoked.
During this stage, individualized guidance was provided to address challenges and
facilitate optimal progress in programming learning.

Figure 4. Code to program the movement of the main spaceship object. Note that left and down
movements are performed using negative numbers.

The activities included tutoring sessions, which consisted of scheduling regular

meetings with the tutor (parent) to review the student’s progress and address questions
or difficulties. An open space was created for discussion and clarification of concepts,
Digital 2024, 4, FOR PEER REVIEW 18

thus fostering interaction and dialogue. Regarding the adaptation of the approach, a
continuous assessment of the student’s learning style was carried out to tailor
educational strategies as needed. Specific areas requiring more attention or personalized
focus were identified and addressed, ensuring an adaptive educational approach.
Progress tracking was an essential part, maintaining a detailed record of the student’s
progress in terms of acquired skills and completed projects. These records were used to
adjust teaching strategies and ensure consistent development. During this period, more
advanced concepts were introduced, including the combination of programming logic
and a more complex utilization of conditionals and loops, as illustrated in Figure 5,
where the events for the main ship’s shooting object were programmed.

Figure 5. Programming of the main ship’s shooting object using a “for” loop and a conditional
statement.

The creation of objects such as enemy ships and the user-controlled spaceship was
initiated. Other action events were explored, such as shooting upon pressing a button,
and additional concepts were developed, including different object collisions and
animations. The student gradually assimilated these concepts, easily understanding
conditionals and loops. However, they faced difficulties in creatively applying these
concepts to address posed problems. Challenges with increasing levels of difficulty were
designed to encourage the student’s autonomy and enable them to use these concepts
Digital 2024, 4, FOR PEER REVIEW 19

more independently. Therefore, despite initial challenges in creatively applying more

advanced concepts, the student demonstrated steady progress in assimilating
programming logic and its application in creating a Shmups-style game in the Star Wars
universe. The strategy of gradual exposure and progressive challenges proved effective
in strengthening their understanding and programming skills.
In the next phase of the guide, whose goal was to effectively consolidate and apply
advanced programming concepts in more complex projects, with a focus on developing
the ShuWars game. The designed activities aimed to foster creativity and the integration
of learned elements. During the creation of personal projects, the student was
encouraged to explore their creativity; to do this, by they were assigneding them the task
of including a new functionality not contemplated in the game. In this case, they were
asked to implement an ally to assist in the mission of destroying enemy ships. The
specific task involved making an object representing the “Millennium Falcon” gradually
appear and launch 6six laser beams in various directions upon pressing the space key,
causing the explosion of enemy ships upon collision.
In Figure 6, the final programming of this new object can be observed, as well as the
achieved result.

Figure 6. Programming a new feature for the video game project.

The student demonstrated a good application of the learned concepts by gradually

making the spaceship appear upon pressing the space key and launching laser beams.
However, the student faced difficulties in the action of laser collision. In response to this
challenge, assistance was provided in the form of hints to guide the student without
directly revealing the solution. This strategy was implemented with the aim of
Digital 2024, 4, FOR PEER REVIEW 20

encouraging independent problem -solving and strengthening their ability to creatively

apply the concepts learned. Additionally, the “Presentation and Teaching” activity was
included, which incentivized the student to present and explain the projects performed
to other children or family members. This activity not only promoted the development
of communication skills but also contributed to the consolidation of learning through
teaching others. Therefore, this phase provided the student with the opportunity to
apply advanced programming concepts in a personal and meaningful project. Although
specific challenges were encountered, the provision of hints and the promotion of
presentation and teaching to others contributed to their continuous development in the
field of programming.
In the evaluation and feedback phase, whose the main objective was to assess the
student’s progress and provide constructive feedback for their continuous development
in programming. The designed activities aimed to evaluate the implementation of the
learned concepts and, the ability to apply them independently, and foster self-
assessment. Periodic reviews involved regular assessments of the student’s work.
During these reviews, the implementation of learned concepts was evaluated, providing
detailed feedback on positive aspects and areas for improvement. This process allowed
for continuous assessment of the student’s performance. In the individual projects
activitiesy, specific projects were assigned to assess the student’s ability to apply
concepts independently. The assessment focused on creativity, problem -solving, and
technical implementation, providing a more comprehensive measure of the acquired
skills. Self-assessment was encouraged as an essential part of the process, where the
student reflected on their own progress and set goals for the future. This activity
contributed to the development of metacognitive skills, promoting autonomous and
conscious learning. As a result, the student was able to create new projects
autonomously. These projects included the creation of cartoon-style scenarios or small
movies and the proposal of new video games suggested by the student, such as a tag
game. In the latter, the student designed a game, this time using a tablet, where one
object moved randomly, while another object, controlled by the finger, allowed it to
dodge (Ssee Figure 7). This achievement demonstrated the student’s ability to propose
and successfully execute new games, marking a significant milestone in their
programming development.
Digital 2024, 4, FOR PEER REVIEW 21

Figure 7. Proposal, design, and execution of an independent program.

In the phase of demonstration and teaching to others, the main objective was to
reinforce the student’s learning by teaching what they had learned to others, thus
consolidating their programming knowledge. Specific activities were carried out to
encourage the creation of educational videos and the organization of teaching sessions.
During the educational video creation activity, the student was encouraged to
create explanatory videos where they shared programming concepts with a wider
audience. This task aimed not only at developing communication skills, but also the
ability to synthesize information in a clear and understandable manner. The creation of
these videos allowed the student to express their programming knowledge in an
accessible way for others. The student conducted some sessions where they had the
opportunity to teach other children, specifically two elementary school students aged 8
and 10 (Ssee Figure 8).
Digital 2024, 4, FOR PEER REVIEW 22

Figure 8. The student’s transmission of what they have learned to other classmates and friends.

Although due to the student’s young age and limited experience, and although the
student was not a formal educator, the student managed to convey the basic use of the
Scratch program and some fundamental programming concepts learned in previous
stages. This experience aimed not only to reinforce the understanding of the concepts by
explaining them to the student’s peers, but also provided the student with the
opportunity to gain confidence in the student’s abilities. Thus, this phase allowed the
student to apply and consolidate the knowledge acquired by teaching others. In the final
phase, the main objective was to encourage the documentation of the learning process
and the creation of a digital portfolio. Specific activities were implemented to incentivize
continuous record-keeping and the creation of a portfolio highlighting the student’s
projects, skills, and progress.
Regarding continuous record -keeping, the student was encouraged to maintain a
constant record of the activities, challenges overcome, and achievements. The use of
learning journals or blogs was suggested as tools to document reflections and learnings
throughout the programming journey. This practice not only contributed to the
consolidation of learning but also allowed the student to continuously reflect on the
student’s ir progress continuously. Additionally, the student was guided in creating a
Digital 2024, 4, FOR PEER REVIEW 23

digital portfolio that showcased the developed projects and skills developed. It is
important to note that the creation of an anonymous portfolio was emphasized since the
student was underage, aiming to showcase the knowledge and projects developed in a
closed environment without exposing the student publicly. This approach ensured the
student’s safety and privacy while providing a controlled platform to share
achievements. The student’s response was enthusiastic, showing excitement to explain
what they had learned and present the projects worked on. The creation of this
anonymous portfolio not only served as a valuable resource to highlight skills and
projects, but also provided the student with a platform to express their passion and
enthusiasm for programming.
In summary, the documentation and creation of a portfolio phase closed the
learning cycle, providing the student with the necessary tools to continue developing
and sharing achievements safely and in a controlled manner. This approach could
contribute to the understanding of programming and cultivate the ability to
continuously reflect on one’s own learning continuously.

7.1. Performance Results

Following the questionnaire shown in the section: “Performance Evaluation
Questionnaire” in the Supporting Information, the student’s performance was assessed
for the following items:
I. Mouse and Keyboard Handling;
II. Operating System Navigation (Windows);
III. Keyboard Shortcuts;
IV. Scratch Exploration and Project Creation;
V. Coordination and Initial Block Functionalities;
VI. Creation of Basic Projects and Gradual Development;
VII. Application of Essential Mathematical Concepts;
VIII. Participation in Tutoring Sessions and Adaptation of Approach;
IX. Creativity in Personal Projects and Teaching Skills;
X. Self-assessment and Documentation in the Portfolio.
Each item was evaluated by the educator with two quantitative questions, each
rated on a scale from 1 to 5, where the meaning of each score is specified in the
“Performance Evalutandardation Questionnaire” section of the Supporting Information.
Therefore, the average of the scores obtained for each item was taken for each category,
and the result can be seen in Figure 9.
Digital 2024, 4, FOR PEER REVIEW 24

4.5

3.5

3
Score

2.5

1.5

0.5

0
I II III IV V VI VII VIII IX X

Educational Item

Figure 9. Results of performance in programming learning following the guide.

7.2. Results on Student Perception

To assess the student’s perception, a semi-structured interview was conducted with
the questions outlined in the “Perception Evaluation” section in the Supporting
Information.
The codification of the transcript of this interview was:
(1) Love for Learning:
Quotes: “I love learning new things in Scratch because each time I discover
how to do more things”.
Theme: The student expresses a genuine love for learning and highlights the
excitement of discovering new possibilities in Scratch.
(2) Ease with Mouse and Keyboard:
Quotes: “I have no problems using the mouse and keyboard; it was weird at
first, but not anymore”.
Theme: The student indicates comfort and ease with using the mouse and
keyboard, overcoming initial challenges.
(3) Fun in Creativity:
Digital 2024, 4, FOR PEER REVIEW 25

Quotes: “It’s fun to create new characters and make them do things like dance
or jump”.
Theme: The student finds joy in the creative aspect of programming, particularly in
creating characters and making them perform actions.
(4) Sense of Achievement:
Quotes: “When I finish a game or movie, I feel really good, and I want to show
it to everyone”.
Theme: Completion of projects brings a sense of accomplishment, and the student
desires to showcase their work to others.
(5) Sharing and Teaching:
Quotes: “I want to showcase my projects and teach how I made them”.
Theme: The student expresses a desire to share projects and teach others, indicating
a sense of pride and willingness to contribute knowledge.
(6) Collaborative Problem-Solving:
Quotes: “Sometimes, I don’t know how to do something, but my dad helps me,
and we figure it out”.
Theme: Collaboration with the parent (dad) in problem-solving, highlighting a
supportive learning environment.
(7) Independent Exploration:
Quotes: “I like figuring out how to do other things on my own”.
Theme: The student enjoys independent exploration, demonstrating a self-directed
learning approach.
(8) Positive Learning Outcome:
Quotes: “I have learned a lot, and I like it”.
Theme: The student acknowledges significant learning outcomes and expresses
overall satisfaction with the learning process.
(9) Excitement for Future Learning:
Quotes: “I want to keep making video games and movies”.
Theme: The student expresses enthusiasm for continuing the learning journey and
creating more projects in the future.
(10) Positive Perspective on Mistakes:
Quotes: “Making mistakes helps you learn”.
Theme: The student sees mistakes as a positive aspect of the learning process,
emphasizing the role of errors in the learning experience.
Digital 2024, 4, FOR PEER REVIEW 26

8. Discussion
The implementation of the educational guide for the introduction to programming
through Scratch has revealed several notable aspects in the learning process of the
elementary school student. Throughout the different phases of the educational
methodology, positive results and challenges were observed that are worth discussing to
better understand the effectiveness of the proposed approach.
The combination of various educational methodologies, such as Discovery
Learning, Hands-On Learning, Collaborative Learning, and Personalized Methodology,
has proven to be effective in the context of teaching programming. The comprehensive
approach not only focused on the acquisition of technical skills but also on the
development of cognitive skills, creativity, and autonomy. The application of these
methodologies synergistically addressed different learning styles and fostered a deep
understanding of programming concepts.
The student experienced a brief initial adaptation phase due to familiarity with
tablets compared to desktop PCs. However, the guide successfully overcame this barrier
in a short period, highlighting the importance of practical and playful activities to
facilitate the transition. The introduction of interactive games and creative projects
significantly contributed to the student’s rapid adaptation to the programming
environment.
The teaching strategy, based on a gradual approach and progressive challenges,
allowed the student to gradually assimilate more advanced programming concepts. The
ShuWars game creation phase was particularly significant as it provided an opportunity
to practically apply the acquired knowledge in meaningful projects. Although facing
creative challenges, the strategy of providing hints instead of direct solutions proved
effective in fostering independent problem -solving.
The implementation of periodic evaluations, both quantitative and qualitative,
provided a detailed understanding of the student’s progress. Constructive feedback and
continuous adaptation of the educational approach in tutoring sessions contributed to
maximizing learning and addressing specific areas that required attention. Additionally,
self-assessment and documentation in the portfolio not only served as tracking tools, but
also encouraged metacognitive reflection and learning consolidation.
The inclusion of activities that encouraged the student’s creativity, such as adding
new features to the game and teaching others, proved to be crucial. These activities not
only allowed the student to apply skills creatively, but also contributed to the
development of communication and teaching skills.
Performance results show a consistent improvement in each evaluated item,
indicating a solid understanding and application of programming concepts. The
student’s perception, expressed through the interview, reveals a continuous enthusiasm
for learning and a growing confidence in programming skills.
Digital 2024, 4, FOR PEER REVIEW 27

9. Conclusions
The conclusions drawn from the implementation of the guide designed for the
introduction to programming through Scratch reflect positive responses to the initial
research questions, providing a comprehensive view of the effectiveness of the adopted
educational approach.
The guide proved highly effective in facilitating elementary school students in
acquiring skills for desktop PC use. Through the interactivity and playful nature of
Scratch, students quickly overcame the initial adaptation phase, highlighting the
importance of practical activities and interactive games in familiarizing them with
desktop technology. The positive assessment in mouse and keyboard handling, as well
as operating system navigation, supports the guide’s ability to facilitate this process.
The guide not only facilitated, but also empowered, the acquisition of basic
mathematics knowledge for programming learning. The gradual application of essential
mathematical concepts, contextually integrated into Scratch project creation, resulted in
positive performance in applying these concepts. The strategy of learning by doing,
combined with creative activities, helped the student tos relate mathematics to practical
situations and problem -solving, establishing a strong connection between both
disciplines.
The guide not only successfully introduced elementary school students to the world
of computer programming but also achieved good performance in learning fundamental
concepts. The combination of educational methodologies, such as dDiscovery lLearning
and the creation of gradual projects, allowed a gradual assimilation of more advanced
concepts. Positive evaluations in areas such as exploring Scratch, project creation, and
applying essential concepts indicate a solid understanding and application of
programming.
The student’s perception, revealed through interviews, reflected not only a high
level of motivation and satisfaction, but also a positive connection with the learning
process. Willingness to face challenges, joy in discovering new capabilities, and the
desire to share projects indicate a significant commitment to programming.
Furthermore, self-assessment and documentation in the portfolio provided valuable
tools for the student to reflect on their progress, thus positively consolidating the
learning experience positively.
In summary, the designed guide has proven to be an effective educational tool to
facilitate the access of elementary school students to desktop PC use, acquire basic
mathematics knowledge, successfully enter the field of computer programming, and
ultimately experience a positive and satisfying educational journey. The combination of
pedagogical approaches, individualized adaptation, and continuous documentation has
contributed to the success of the implementation, supporting the relevance and
effectiveness of the proposed comprehensive educational approach.
Digital 2024, 4, FOR PEER REVIEW 28

10. Limitations
This study, while providing insights into the learning process of computer
programming logic in an 8-year-old elementary school student through the Scratch
program, has several limitations. The focus on a single participant, due to logistical and
resource constraints, may limit the generalizability of the findings to a more diverse
population of 8-year-olds. The absence of gender diversity with only a male participant
restricts the understanding of potential variations influenced by gender. The study’s
homogeneous educational setting, conducted in a home environment with a parent as
the educator, may not fully capture the impact of different learning environments.

11. Future Research Directions

While this study provides valuable insights into the effectiveness of the
programming introduction guide through Scratch for a single student, there are several
avenues for future research that could enhance the comprehensiveness and applicability
of the findings:.
Scaling to a Larger Cohort: Conducting a similar study with a larger and more
diverse group of students would allow for a broader understanding of the guide’s
impact across different demographics, educational backgrounds, and learning styles.
Comparative Studies: To assess the relative effectiveness of the Scratch-based
approach, future research could involve comparative studies with other programming
education methods or tools, providing a more nuanced understanding of the guide’s
strengths and weaknesses.
Longitudinal Analysis: Tracking the progress of students over an extended period
could offer insights into the long-term retention of programming skills and the sustained
impact of the guide on students’ academic and cognitive development.
Parental Involvement Studies: Exploring the role of parental involvement in the
learning process, especially in a home-based setting, could provide valuable insights into
the dynamics of parent-–student interactions and their influence on programming skill
acquisition.
Adaptation for Different Ages: Investigating the guide’s adaptability for students of
different age groups could contribute to tailoring educational strategies to specific
developmental stages, ensuring the guide’s relevance across various educational levels.
Incorporating Peer Learning: Assessing the impact of collaborative learning
environments, where students work together on programming projects, could reveal the
potential benefits of peer interactions in enhancing the learning experience.
Exploration of Learning Platforms: As technology evolves, exploring the guide’s
implementation on different learning platforms or environments, such as virtual
classrooms or blended learning models, could provide insights into its versatility and
adaptability.
Digital 2024, 4, FOR PEER REVIEW 29

Inclusive Education Considerations: Investigating how the guide accommodates

students with diverse learning needs and styles would contribute to creating more
inclusive programming education resources.
Integration with Formal Curricula: Studying the integration of the guide into formal
educational curricula could provide insights into its alignment with academic standards
and its potential as a supplementary resource for schools.
Continuous Guide Enhancement: Considering the rapid evolution of technology
and educational methodologies, continuous research into updating and enhancing the
guide to reflect current best practices and technological advancements is crucial.
Exploring these future research directions would contribute to a more
comprehensive understanding of the guide’s effectiveness and its potential to shape the
landscape of programming education for elementary school students.

Supplementary Materials: The following supporting information can be downloaded at:

www.mdpi.com/xxx/s1, Figure S1: title; Table S1: title; Video S1: title.
Funding:
Data Availability Statement:
Acknowledgments: I want to express my heartfelt gratitude to my son for his determined and
joyful participation in this study. His dedication and enthusiasm in delving into the world of
programming have filled my heart with pride and joy. I am incredibly thankful for his infectious
laughter, his moments of discovery, and for being the inspiration behind this project. This
gratitude is not only directed at you, my dear son, but also to the wonderful person you are
becoming. Your dedication and love for learning are a constant reminder of how incredible you
are to this father who loves and admires you.
Conflicts of Interest:

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