Anexo
Artículos incluidos en la Revisión Sistemática

(1) Armoni, M., Meerbaum-Salant, O. y Ben-Ari, M. (2015). From scratch to "real" programming. ACM Transactions on Computing Education, 14(4).

(2) Banduka, M. L. (2016). Robotics first-a mobile environment for robotics education. International Journal of Engineering Education, 32(2).

(3) Biró, P., Csernoch, M., Abari, K. y Máth, J. (2015). Testing algorithmic and application skills. Turkish Online Journal of Educational Technology, 530-536.

(4) Blake, B. (2010) BLAKE: a lenguage designed for Programming I. Education and Information Technologies, 15(4), 277-291.

(5) Cabada, R., Estrada, M., Hernández, F., Bustillos, R. y Reyes-García, C. (2018). An affective and Web 3.0-based learning environment for a programming language. Telematics and Informatics, 35(3), 611-628.

(6) Cedazo R., Garcia C., Al-Hadithi B. (2015). A friendly online C compiler to improve programming skills based on student self-assessment. Computer Applications in Engineering Education, 23(6), 887-896.

(7) Chang C., Yang, Y. y Tsai, Y. (2017). Exploring the engagement effects of visual programming language for data structure courses. Education for Information, 33(3), 187-200.

(8) Chen, G., Shen, J., Barth-Cohen, L., Huang, X. y Eltoukhy, M. (2017). Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. Computers and Education, 109, 162-175.

(9) de Aquino, A. y Ferreira, D. (2016). Learning programming patterns using games. International Journal of Information and Communication Technology Education, 12(2), 23-34.

(10) Dolgopolovas, V., Jevsikova, T. y Dagiene, V. (2018). From Android games to coding in C – An approach to motivate novice engineering students to learn programming: a case study. Computer Applications in Engineering Education, 26(1), 75-90.

(11) Dos Santos, M., Gomes, I., Trindade, R., Da Silva, A. y Lima A. (2017). Web environment for programming and control of a mobile robot in a remote laboratory. ###IEEE### Transactions on Learning Technologies,10(4), 526-531.

(12) Feijóo, P. y de la Rosa, F. (2016). RoBlock – Web App for programming learning. International Journal of Emerging Technologies in Learning, 11(12), 45-53.

(13) Fessakis, G., Gouli, E. y Mavroudi, E. (2013). Problem solving by 5–6 years old kindergarten children in a computer programming environment: a case study. Computers and Education, 63, 87-97.

(14) Feurzeig, W., Papert, S. y Lawler, B. (2011). Programming-languages as a conceptual framework for teaching mathematics. Interactive Learning Environments, 19(5), 487-501.

(15) Fields, D., Vasudevan, V. y Kafai, Y. (2015). The programmers’ collective: fostering participatory culture by making music videos in a high school Scratch coding workshop. Interactive Learning Environments, 23(5), 613-633.

(16) Fincher, S. y Utting I. (2010). Machines for thinking. ACM Transactions on Computing Education, 10(4).

(17) Howland, K. y Good J. (2015). Learning to communicate computationally with Flip: a bi-modal programming language for game creation. Computers and Education, 80, 224-240.

(18) Ibáñez, M., Di-Serio, A. y Delgado, C. (2014) Gamification for engaging computer science students in learning activities: a case study. IEEE Transactions on Learning Technologies, 7(3). 291-301.

(19) Kalelioǧlu, F. y Gülbahar, Y. (2014). The effects of teaching programming via scratch on problem solving skills: a discussion from learners’ perspective. Informatics in Education, 13(1), 33-50.

(20) Kim, S., Chung, K. y Yu, H. (2013). Enhancing digital fluency through a training program for creative problem solving using computer programming. Journal of Creative Behavior, 47(3), 171-199.

(21) Konidari, E. y Louridas, P. (2010). When students are not programmers. ACM Inroads, 1(1), 55-60.

(22) Koorsse, M., Cilliers, C. y Calitz, A. (2015). Programming assistance tools to support the learning of ###IT### programming in South African secondary schools. Computers and Education, 82, 162-178.

(23) Koulori, T., Lauria, S. y Macredie R. (2014). Teaching introductory programming: a quantitative evaluation of different approaches. ACM Transactions on Computing Education, 14(4).

(24) Kunkle, W. y Allen, R. (2016). The impact of different teaching approaches and languages on student learning of introductory programming concepts. ACM Transactions on Computing Education, 16(1).

(25) LaCombe, J. C., Vollstedt, A. y Wang, E. (2008). Teaching structured programming using LEGO programmable bricks. Computers in Education Journal, 18(2), 28-37.

(26) Lau, W. y Yuen, A. (2011). Modelling programming performance: beyond the influence of learner characteristics. Computers and Education, 57(1), 1202-1213.

(27) López, J., Miyata, Y. y Dominguez, M. (2016). Creative coding and intercultural projects in higher education: a case study in three universities. Revista Iberoamericana de Educación a Distancia, 19(2), 145-165.

(28) Machanick, P. (2007). Teaching Java backwards. Computers and Education, 48(3), 396-408.

(29) Majherová, J. y Králík, V. (2017). Innovative methods in teaching programming for future informatics teachers. European Journal of Contemporary Education, 6(3).

(30) Marowka, A. (2018). On parallel software engineering education using Python. Education and Information Technologies, 23(1), 357-372.

(31) Miller, P. (2009). Learning with a missing sense: what can we learn from the interaction of a deaf child with a Turtle? American Annals of the Deaf, 154(1), 71-82.

(32) Monsalvez, J. C. (2017). Python as first textual programming language in secondary education. Education in the Knowledge Society, 18(2), 147-162.

(33) Montironi, M., Qian, B. y Cheng, H. (2017). Development and application of the ChArduino toolkit for teaching how to program Arduino boards through the C/C++ interpreter Ch. Computer Applications in Engineering Education, 25(6), 1053-1065.

(34) Moons, J. y De Backer C. (2013). The design and pilot evaluation of an interactive learning environment for introductory programming influenced by cognitive load theory and constructivism. Computers and Education, 60(1), 368-384.

(35) Moreno, J., Robles, G. y Román-González, M. (2015). Dr. Scratch: automatic analysis of scratch projects to assess and foster computational thinking. Revista de Educación a Distancia, 46.

(36) Moreno, J., Robles, G. y Román-González, M. (2016). Code to learn: where does it belong in the K-12 curriculum? Journal of Information Technology Education, 15, 283-303.

(37) Olelewe, C. y Agomuo, E. (2016). Effects of B-learning and F2F learning environments on students' achievement in QBASIC programming. Computers and Education, 103, 76-86.

(38) Ortiz, O., Franco, J., Garau, P. y Martin R. (2017). Innovative mobile robot method: improving the learning of programming languages in engineering degrees. ###IEEE### Transactions on Education, 60 (2), 143-148.

(39) Ott, C., Robins, A. y Shephard, K. (2016). Translating principles of effective feedback for students into the CS1 context. ACM Transactions on Computing Education,16(1).

(40) Pellas, N. (2014). The development of a virtual learning platform for teaching concurrent programming languages in Secondary education: the use of open sim and Scratch4OS. Journal of E-Learning and Knowledge Society, 10(1), 129-143.

(41) Portelance, D., Strawhacker, A. y Bers, M. (2016). Constructing the ScratchJr programming language in the early childhood classroom. International Journal of Technology and Design Education, 26(4), 489-504.

(42) Radivojević, Z., Cvetanović, M. y Jovanović, Z. (2014). Reengineering the SLEEP simulator in a concurrent and distributed programming course. Computer Applications in Engineering Education, 22(1), 39-51.

(43) Ratcliff, C. y Anderson, S. (2011). Reviving the turtle: exploring the use of logo with students with mild disabilities. Computers in the Schools, 28(3), 241-255.

(44) Rinderknecht, C. (2014). A survey on teaching and learning recursive programming. Informatics in Education, 13(1), 87-119.

(45) Rodhouse, K., Cooper, B. y Watkins, S. (2011). Programming for pre-college education using Squeak Smalltalk. Computers in Education Journal, 21(2), 101-111.

(46) Sáez-López, J., Román-González, M. y Vázquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary school: a two year case study using “Scratch” in five schools. Computers and Education, 97, 129-141.

(47) Serrano-Laguna, A., Torrente, J., Iglesias, B. y Fernandez-Manjon, B. (2015). Building a scalable game engine to teach computer science languages. Revista Iberoamericana de Tecnologías del Aprendizaje,10(4), 253-261.

(48) Silva-Maceda, G., Arjona-Villicana, P. y Castillo-Barrera, F. (2016) More time or better Tools? A large-scale retrospective comparison of pedagogical approaches to teach programming. ###IEEE### Transactions on Education, 59(4), 274-281.

(49) Simpkins, N. (2014). I scratch and sense but can I program? An investigation of learning with a block based programming language. International Journal of Information and Communication Technology Education, 10(3), 87-116.

(50) Smith, S. y Chan, S. (2017). Collaborative and competitive video games for teaching computing in higher education. Journal of Science Education and Technology, 26(4), 438-457.

(51) Strawhacker, A. y Bers, M. (2015). ‘‘I want my robot to look for food’’: Comparing Kindergartner’s programming comprehension using tangible, graphic, and hybrid user interfaces. International Journal of Technology and Design Education, 25(3), 293-319.

(52) Sullivan, A. y Bers, M. (2016). Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology and Design Education, 26(1), 3-20.

(53) Taub, R., Armoni, M., Bagno, E. y Ben-Ari, M. (2015). The effect of computer science on physics learning in a computational science environment. Computers and Education, 87, 10-23.

(54) Teng, C., Chen, J. y Chen, Z. (2018). Impact of augmented reality on programming language learning: efficiency and perception. Journal of Educational Computing Research, 56(2), 254-271.

(55) Tiernan, P. (2010). Enhancing the learning experience of undergraduate technology students with LabVIEW software. Computers and Education, 55(4), 1579-1588.

(56) Topalli, D. y Cagiltay, N. (2018). Improving programming skills in engineering education through problem-based game projects with Scratch. Computers and Education, 120, 64-74.

(57) Vosinakis, S., Anastassakis, G. y Koutsabasis, P. (2018). Teaching and learning logic programming in virtual worlds using interactive microworld representations. British Journal of Educational Technology, 49(1), 30-44.

(58) Wang, Y., Li, H., Feng, Y., Jiang, Y. y Liu, Y. (2012). Assessment of programming language learning based on peer code review model: Implementation and experience report. Computers & Education, 59(2), 412-422.

(59) Weintrop, D. y Wilensky, U. (2014). Situating programming abstractions in a constructionist video game. Informatics in Education, 13(2), 307-321.

(60) Weintrop, D. y Wilensky, U. (2017). Comparing block-based and text-based programming in high school computer science classrooms. ACM Transactions on Computing Education, 18(1).

(61) Xinogalos, S., Pitner, T., Ivanović, M. y Savić, M. (2018). Students’ perspective on the first programming language: C-like or Pascal-like languages? Education and Information Technologies, 23(1), 287-302.