Integrating Parsons puzzles within Scratch enables efficient computational thinking learning

A literature review revealed that students learning computational thinking (CT) via Scratch often require substantial teacher support. We surveyed grade 6-9 teachers to learn their perceptions of student engagement with CT and how well needs are met by existing systems. The results led us extend the trend balancing Scratch’s agency structure better serve learners reduce burden on aiming teach CT. In this paper, we architecture implementation strategies developed integrate Parsons Programming Puzzles (PPPs) Scratch, then analyze effects adults, who crucially influence education children. from our pilot study suggest PPPs catalyze motivation, extraneous cognitive load, increase efficiency without jeopardizing performance transfer tasks.