BlockPython: A Process-Aware Agent-Supported Platform for the Transition from Block-Based to Python Programming

Computational thinking (CT) is increasingly promoted as a core literacy, yet learners and teachers face challenges in connecting abstract program logic to meaningful outcomes. We design and evaluate RoboBlockly Studio, an integrated interactive system that combines block-based programming, a conversational AI teaching agent, and embodied robot execution. RoboBlockly Studio creates a tight iterative loop of authoring, running, observing, and revising. Informed by interviews with five programming teachers, the system was designed to support four goals: (1) preserving learner agency in computational thinking, (2) making program behavior transparent and interpretable, (3) grounding programming in embodied, classroom-aligned tasks, and (4) scaffolding reflection through pedagogically grounded AI dialogue. We deployed RoboBlockly Studio with 32 high school students, observing how robot and AI feedback influenced students' interactions with code, reflections on problem-solving strategies, and understanding of CT concepts. We discuss design insights and implications for creating interactive, embodied learning environments that integrate AI and robotics to support CT learning in computing education.

Most digital language learning curricula rely on discrete-item quizzes that test recall rather than applied conversational proficiency. When progression is driven by quiz performance, learners can advance despite persistent gaps in using grammar and vocabulary during interaction. Recent work on LLM-based judging suggests a path toward scoring open-ended conversations, but using interaction evidence to drive progression and review requires scoring protocols that are reliable and validated. We introduce Learning in Blocks, a framework that grounds progression in demonstrated conversational competence evaluated using CEFR-aligned rubrics. The framework employs heterogeneous multi-agent debate (HeteroMAD) in two stages: a scoring stage where role-specialized agents independently evaluate Grammar, Vocabulary, and Interactive Communication, engage in debate to address conflicting judgments, and a judge synthesizes consensus scores; and a recommendation stage that identifies specific grammar skills and vocabulary topics for targeted review. Progression requires demonstrating 70% mastery, and spaced review targets identified weaknesses to counter skill decay. We benchmark four scoring and recommendation methods on CEFR A2 conversations annotated by ESL experts. HeteroMAD achieves a superior score agreement with a 0.23 degree of variation and recommendation acceptability of 90.91%. An 8-week study with 180 CEFR A2 learners demonstrates that combining rubric-aligned scoring and recommendation with spaced review and mastery-based progression produces better learning outcomes than feedback alone.

Programming social robots is challenging for novice robot programmers due to required expertise in planning, interaction design, and programming. While large language models (LLMs) hold significant promise through code generation from natural-language descriptions, they can obscure critical elements of programming and supplant designer intent, eventually resulting in over-reliance instead of developing programming skills. In this paper, we explore how LLM-based social-robot-programming tools can support novice robot programmers through a Research through Design (RtD) process. We designed and prototyped Robo-Blocks, a block-based programming environment that leverages LLMs to offer novice robot programmers generative scaffolding through structured narratives that connect high-level ideas to executable robot behaviors. Through deployment with novices, we discovered emerging user personas and usage patterns for generative scaffolding and showed how this scaffolding shapes end-user design and programming strategies. We present design insights for the effective use of generative scaffolding and its integration into the practice of social-robot programming.