Some empirical evidence suggests that historically marginalized young people may enter introductory programming experiences with skepticism or reluctance, because of negative perceptions of the computing field. This paper aims to explore how learner identity and motivation can affect their experiences in an introductory computer science (CS) experience, particularly for young people who have some prior experience with computing. In this program, learners were asked to develop digital media artifacts about civic issues using Scratch, a block-based programming language.
Recommended citation: Haduong, P. (2019), ““I like computers. I hate coding”: a portrait of two teens’ experiences”, Information and Learning Sciences, Vol. 120 No. 5/6, pp. 349-365.