The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Dr. Scratch: a Web Tool to Automatically Evaluate Scratch Projects
Abstract
This poster paper presents the operation and the new features of Dr. Scratch, an award-winning gamified web application that allows to perform automatic analysis of Scratch projects to assess the development of computational thinking and detect some bad programming habits that are common in students learning to program in this environment.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“According to Dr. Scratch's rubrics, high scores in the data dimension require children to master the use of complex data structures like lists.”
From ChatScratch: An AI-Augmented System Toward Autonomous Visual Programming Learning for Children Aged 6-12 (2024) · cites this paper as [40]
Citations
Cites
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., et al. (2009) · Communications of the ACM · doi:10.1145/1592761.1592779 · Cited by 3,333
Computational Thinking in K–12
Grover, S., & Pea, R. D. (2013) · Educational Researcher · doi:10.3102/0013189x12463051 · Cited by 3,034
Boe, B., Hill, C., Len, M., Dreschler, G., Conrad, P. T., & Franklin, D. M. (2013) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/2445196.2445265 · Cited by 110
Assessment of computer science learning in a scratch-based outreach program
Franklin, D., Conrad, P., Boe, B., Nilsen, K., Hill, C., Len, M., Dreschler, G., Aldana, G., Almeida-Tanaka, P., Kiefer, B., et al. (2013) · Technical Symposium on Computer Science Education · doi:10.1145/2445196.2445304 · Cited by 99
Automatic detection of bad programming habits in scratch: A preliminary study
Moreno, J., & Robles, G. (2014) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2014.7044055 · Cited by 67
Self-citation
Research works printed but not linked: 2
- Moreno-León J., 2015, Scratch Conference 2015, Amsterdam, The Netherlands, August 12-15, 2015, 48
- Wolz U., 2011, Poster presented at the 42nd ACM Technical Symposium on Computer Science Education
Cited by
Sorted by citations
Román-González, ., Pérez-González, J. C., & Fernández, C. J. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.08.047 · Cited by 867
Computational thinking development through creative programming in higher education
Romero, M., Lepage, A., & Lille, B. (2017) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-017-0080-z · Cited by 250
Exploring the computational thinking effects in pre-university education
García‐Peñalvo, F. J., & Mendes, A. J. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.12.005 · Cited by 254
Novice Programmers and Introductory Programming
Robins, A. V. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.013 · Cited by 191
Extending the nomological network of computational thinking with non-cognitive factors
Román-González, ., Pérez-González, J. C., Moreno-León, J., & Robles, G. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.09.030 · Cited by 158
Self-citation
Metadata
- Authors
- Moreno-León, J., & Robles, G.
- Affiliations
- Programamos.es, Sevilla, Spain
- Universidad Rey Juan Carlos, Madrid, Spain
- ORCID
- Moreno-León, Jesús
- Venue
- Proceedings of the Workshop in Primary and Secondary Computing Education
- Publisher
- ACM
- Published
- 2015-11-09
- Pages
- 132-133
- OpenAlex
- W2294905309
- Cited by
- 183
- References
- 5
- Citations by year
- 2026: 10 · 2025: 11 · 2024: 13 · 2023: 16 · 2022: 22 · 2021: 22 · 2020: 18 · 2019: 45 · 2018: 8 · 2017: 10 · 2016: 8
- FWCI
- 6.20
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- Workshop in Primary and Secondary Computing Education (publishedVersion)
- Funders
- eMadrid - Investigación y Desarrollo de tecnologías para el e-learning en la Comunidad de Madrid (S2013/ICE-2715)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Education › Educational Robotics and Engineering
- Keywords
- Scratch, gamification, computational thinking, programming education, web application, code analysis
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
