Scratch Microworlds: Designing Project-Based Introductions to Coding.

In this paper, we present our experience developing introductory coding environments called Scratch Microworlds. These interactive environments enable learners to get started with coding by creating projects, rather than solving puzzles. The primary educational goal of these microworlds is to engage learners (ages 8 to 14) who otherwise may not be drawn to coding. The microworlds are simplified versions of the Scratch coding environment that contain a small set of blocks and are designed to encourage exploration and experimentation. They are also interest-based, so learners can choose to work on a topic that is motivating to them (such as dance, music, or soccer). We present three main design principles and related challenges that we addressed through the iterative process of developing Scratch Microworlds: (1) how to simplify initial experiences while still supporting creativity, (2) how to provide scaffolding while maintaining learners' agency, and (3) how to provide starting points that spark rather than limit the imagination. We share observations and feedback from workshops with children and educators, which informed our iterative design process. We conclude by considering next steps for providing more entry points into coding that support children as creative thinkers.