research-article

EarSketch: A STEAM-Based Approach for Underrepresented Populations in High School Computer Science Education

Authors:

Elise Livingston,

Andrea Crews-BrownAuthors Info & Claims

ACM Transactions on Computing Education (TOCE), Volume 16, Issue 4

Article No.: 14, Pages 1 - 25

https://doi.org/10.1145/2886418

Published: 29 September 2016 Publication History

Abstract

This article presents EarSketch, a learning environment that combines computer programming with sample-based music production to create a computational remixing environment for learning introductory computing concepts. EarSketch has been employed in both formal and informal settings, yielding significant positive results in student content knowledge and attitudes toward computing as a discipline, especially in ethnic and gender populations that are currently underrepresented in computing fields. This article describes the rationale and components of EarSketch, the evaluation design, and lessons learned to apply to future environment design and development.

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Cited By

Perez-Felkner LErichsen KLi YChen JHu SRamirez Surmeier LShore C(2024)Computing Education Interventions to Increase Gender Equity from 2000 to 2020: A Systematic Literature ReviewReview of Educational Research10.3102/00346543241241536Online publication date: 29-Apr-2024
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Index Terms

EarSketch: A STEAM-Based Approach for Underrepresented Populations in High School Computer Science Education
1. Applied computing
  1. Arts and humanities
    1. Sound and music computing
2. Social and professional topics
  1. Professional topics
    1. Computing education
      1. K-12 education

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cover image ACM Transactions on Computing Education

ACM Transactions on Computing Education Volume 16, Issue 4

October 2016

120 pages

EISSN:1946-6226

DOI:10.1145/2954340

Editor:
Chris Hundhausen
Washington State University, USA

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Copyright © 2016 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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Publication History

Published: 29 September 2016

Accepted: 01 December 2015

Revised: 01 December 2015

Received: 01 October 2014

Published in TOCE Volume 16, Issue 4

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Perez-Felkner LErichsen KLi YChen JHu SRamirez Surmeier LShore C(2024)Computing Education Interventions to Increase Gender Equity from 2000 to 2020: A Systematic Literature ReviewReview of Educational Research10.3102/00346543241241536Online publication date: 29-Apr-2024
https://doi.org/10.3102/00346543241241536
Ezeamuzie NEzeamuzie M(2024)Multidimensional Framing of Environments Beyond Blocks and Texts in K–12 ProgrammingReview of Educational Research10.3102/00346543231216958Online publication date: 3-Jan-2024
https://doi.org/10.3102/00346543231216958
Smolarczyk KBirnbaum LChrist AKröner S(2024)Children’s and adolescents’ engagement with music and the potential for (digital) empowerment processes: A text-mining-supported scoping reviewPsychology of Music10.1177/03057356241241535Online publication date: 26-Apr-2024
https://doi.org/10.1177/03057356241241535
Bell RWang SHuang YChen R(2024)Live Coding Melody and Harmony in JavaScriptProceedings of the 19th International Audio Mostly Conference: Explorations in Sonic Cultures10.1145/3678299.3678336(362-372)Online publication date: 18-Sep-2024
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Ding SSmith JGarrett SMagerko B(2024)Redesigning EarSketch for Inclusive CS Education: A Participatory Design ApproachProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3659383(720-724)Online publication date: 17-Jun-2024
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