Experiences Trialling a Novel Block-to-text Environment in a Summer School Context

In this paper, we investigate student experiences when using the Pytch programming environment. Pytch is a novel system we are developing to ease the transition from block-based to text-based programming through the preservation of the Scratch-style programming model within a Python programming environment. This paper adds to the literature on the problematic transition from block to text programming by describing and analysing the impact on learners of a platform that is focused specifically on the question of this transition. In the in-person workshops described in this paper, students were introduced to the Pytch platform in a classroom environment. Data were collected from a variety of sources to evaluate the effect of Pytch on students, including pre and post surveys, in-class observations, and focus group data. We found high user satisfaction and engagement with Pytch. We also found an increase in user confidence at programming tasks, with a stronger effect for less-experienced participants. These results indicate the usefulness of Pytch in fostering enthusiasm and a sense of achievement, particularly for intermediate and introductory learners in the context of text-based programming. Evaluation of the qualitative data collected during sessions provided valuable insights as to how Pytch supported learners, and what future refinements to the system would be beneficial.