*Article* **Tracking Visual Programming Language-Based Learning Progress for Computational Thinking Education**

**Ting-Ting Wu <sup>1</sup> , Chia-Ju Lin <sup>2</sup> , Shih-Cheng Wang <sup>2</sup> and Yueh-Min Huang 2,\***


**\*** Correspondence: huang@mail.ncku.edu.tw

**Abstract:** Maker education that incorporates computational thinking streamlines learning and helps familiarize learners with recent advances in science and technology. Computational thinking (CT) is a vital core capability that anyone can learn. CT can be learned through programming, in particular, via visual programming languages. The conclusions of most studies were based on quantitative or system-based results, whereas we automatically assessed CT learning progress using the Scratch visual programming language as a CT teaching tool and an integrated learning tracking system. The study shows that Scratch helped teachers to diagnose students' individual weaknesses and provide timely intervention. Our results demonstrate that learners could complete tasks and solve problems using the core CT steps. After accomplishing numerous tasks, learners became familiar with the core CT concepts. The study also shows that despite increased learning anxiety when solving problems, all learners were confident and interested in learning, and completed each task step by step.

**Keywords:** computational thinking; visual programming language; Scratch; learning tracking system
