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This paper examines the integration of Scratch programming software into primary education to enrich learning experiences and promote essential programming skills. It examines gender differences in attitudes towards programming, explores game-based learning (GBL) in the Curriculum for Excellence (CfE) in Scotland, and addresses the design of algorithmic resources in France. Through qualitative analysis, it assesses theeffectiveness of Scratch in teaching and learning, thereby contributing to improvements in the educational program and the programming curriculum in primary schools.
Ouahouda et al. (Mon,) studied this question.