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 Journal of Theoretical and Applied Information Technology
30th September 2017. Vol.95. No.18
© 2005 - Ongoing JATIT & LLS

ISSN: 1992-8645 www.jatit.org E-ISSN: 1817-3195

A STUDY OF EDUCATIONAL METHOD USING APP

INVENTOR FOR ELEMENTARY COMPUTING EDUCATION
1
SEONG-WON KIM, 2YOUNGJUN LEE
1
Korea National University of Education, Department of Computer Education,
Cheongju, Republic of Korea
2
Corresponding author, Korea National University of Education, Department of Computer Education,
Cheongju, Republic of Korea
E-mail: [email protected]

ABSTRACT

With the fourth industrial revolution, software education has become much more important. In South
Korea, Informatics will be taught as mandatory to middle school students; education program development
and applications with block based programming languages are vivaciously conducted. Although App
Inventor has various educational effects, it has not been studied enough. Based on advanced research, an
education program was developed, it was applied to 12 elementary school students who were living in
Cheongju. As a result of applying the 20th App Inventor education program, there was no significant
difference in the creative problem-solving ability and self-efficacy of elementary school students. Those
students thought that the App Inventor program was interesting and it is needed to allocate proper class
hours by their grade level. Through this result, in the 2015 revised national curriculum, an educational
method was conducted to take advantage of App Inventor effectively. This study shows how App Inventor
educational programs should be developed and to energize software education.
Keywords: Educational method, App inventor, Elementary school, Software Education, Programming
education

1. INTRODUCTION South Korea’s 2015 revised national

curriculum states that block-based programming
Software(SW) and computing technology languages should be utilized by all levels of
has stimulated the birth of new industry and field of students. Programming languages, such as Scratch,
study, leading the brave new world. At the World Entry, and Snaps, have been studied so programs
Economy Forum, this change was identified as the and educational materials can be developed and
fourth industrial revolution, and AI, robots, and the implemented in schools [4,5,6]. In addition,
Internet of Things are at the center of the fourth educational programs for block-based programming
industrial revolution [1]. Thus, computational languages and textbooks on these languages are in
thinking (CT) has been paid tremendous attention, development. In addition, teacher training is being
and each government has tried to cultivate people established so it can be utilized at the school site.
of ability on CT [2]. Therefore, other block-based programming
Due to the focus on CT, computing languages has been implemented in the education
education has become more important. The United field in accordance with the 2015 curriculum
States, England, and Finland have already started to revision.
introduce CT into computing education curriculum While App Inventor has been studied to
[2]. In its 2015 revised national curriculum, South develop programs, its application has not been
Korea made informatics subjects mandatory and examined thoroughly. However, education
they placed particular emphasis on CT. Academia programs with App Inventor increased student
and industry have collaborated on developing motivation, creativity cultivation, and programming
diverse education materials that enable computing study [7,8]. If App Inventor was used in the revised
education implementation to land softly in schools curriculum’s computing education, training CT-
and classes [3]. competent people would be accelerated. Also, since

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App Inventor can create real applications and check based programming language. Scratch and Entry
them through smart phones, it is effective in are utilized to develop educational programs with
improving students' self-efficacy and learning this change in curriculum. App Inventor is a block
motivation. In addition, through the application based programming language that has a variety of
result, students are provided with substantive educational effects, but lacked research as a tool for
representations of programming and automation. software education in elementary schools.
Therefore, App Inventor has advantages over other Therefore, it was necessary to devise a study for
block-based programming languages. Therefore, if introducing App Inventor into elementary schools.
App Inventor cannot be utilized with these
advantages, and are only the existing block-based
2.2 App Inventor
programming can be utilized, the development of
App Inventor is the programming
computing education will be limited. To introduce
language which was developed by Google, and it
App Inventor into the revised curriculum, education
was designed to invent applications that are to
programs should be developed along curricula, and
function in Android OS. It is possible to program in
should be conducted based on that result [4]. In
web browsers, to check invented applications in
addition, the developed App Inventor education
simulators or to realize newly invented applications
program should be implemented in elementary or
through USB and wi-fi in smart phones. Many
middle schools’ curriculum to analyze the effects of
studies had said that it was burdensome for Korean
it.
students since App Inventor does not support
Therefore, this study developed a new App
Korean; now, however, it does. Moreover, with
Inventor educational program and executed it in
continual updates, App Inventor has been more
elementary school students’ curriculum to
significantly developed so that it can be applied to
understand education methods for computing
schools [10].
education in 2015 revised national curriculum. This
App Inventor is divided into Designer and
research will examine the effect of app inventory
Block, while Scratch and Entry require a user to
training program on self-efficacy and problem-
have a command of Sprite. In Designer, it is
solving ability of elementary school students, their
possible to design applications and arrange
reactions to educational program, the changes that
input/output using components; while in Block, it is
their opinions about App Inventor. Based on the
possible to personally program which function
results and analysis, educational methods of App
would be performed by components in the
inventor were deduced for the informatics of the
2015 revised national curriculum. In addition, it
will be able to draw out how to utilize App Inventor
in accordance with Korea's computing education
curriculum.

2. BACKGROUNDS

2.1 2015 revised national curriculum

With global movements to introduce
Computing education to the curriculum, the South
Korean government has made informatics
necessary, which was optional in elementary and
middle school [2]. Thus, the content of it was also
revised to focus on computational thinking,
informatics culture and collaborative problem-
solving ability [9]. Computing education was
separated as informatics science in secondary and
tertiary education; in the elementary school
curriculum, it was included in practical arts; in
details, 17 class hours are arranged for fifth and
sixth grade students [3]. Students were taught to
examine how SW affects society and to learn
procedural thinking, input/output, sequence, and Figure 1: Development environment of App Inventor (1)
repetition structure, taking advantage of block

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© 2005 - Ongoing JATIT & LLS

ISSN: 1992-8645 www.jatit.org E-ISSN: 1817-3195

Kim and Lee (2017) applied App Inventor

education program to pre-service teachers and
analyzed the change in self-efficiency, problem
solving capabilities and awareness of App Inventor:
self-efficiency and problem-solving capabilities did
not show significant change, while the possibility
of App Inventor as a tool of programming
education for pre -service teachers [6].
Among the studies using App Inventor,
research conducted on elementary school students
is as follows.
Kim and Chung (2016) developed
curriculum and analyzed App inventor to examine
Figure 2: Development environment of App Inventor (2) the possibility of App Inventor as a tool of
application. App Inventor is effective for students programming education in elementary and middle
to cultivate more interest in programming and raise school. They found out that it is useful to
their confidence to solve problems since they can understand basic components in programming and
design and realize their own applications [11]. that students were content with their learning [11].
Rim (2013) has conducted classes for
elementary school students where they could learn
2.3 Literature Review App Inventor and create their own application on
Since 2010, when App Inventor was various themes, and observed how students think
invented, many researches have to applied it to through the changes of observers’ thinking and peer
computer science education in many countries. It testing. Education through App Inventor was useful
has been possible to check its efficacy as an in improving an active attitude to solve problems, a
educational programming language through those sense of accomplishment and the motivation of
researchers; in South Korea, diverse studies have students in the class [17].
been conducted since 2013. Seol and Son (2013)—based on problem
Kim (2013) applied programming based learning and STEAM theory—has developed
education with App Inventor to high school and App Inventor learning materials focusing on
college students and investigate changes to their practice and real-life situations and applied them to
interest in programming, computer and smart phone elementary school students; students showed high
applications [12]. levels of satisfaction and interest [18].
Han (2014) conducted project classes for Lee and Yoo (2016) have developed
high school students with Arduino and App programs for gifted children in mathematics to
Inventor and investigated how they were satisfied improve their self-directed learning capabilities.
with classes [13]. Applying their programs, students showed
Yoo (2014) applied educational programs significant levels of change in their internal
with NXT robots and App Inventor to pre-service motivation, study opportunity and autonomy [7].
teachers and investigated their reactions. They Kim and Kim (2015) have analyzed
answered their class with App Inventor was programs for pre-service teachers to develop
interesting and satisfactory [14]. Computing education programs for female students
Choi & Kim (2016) developed computing in elementary school. Based on analysis,
educational programs with Arduino and App educational programs taking advantage of App
Inventor based on the integrated learning model and Inventor on the ADDIE model were applied;
CPS class model; he applied it to high school recognitions of calculations were significantly
students and observed the change in integrated improved; however, creativity improved only in
thinking power and creative problem-solving limited areas [8].
capability. As a result, integrated thinking power An and Lee (2014) have applied education
was not improved, while creative problem-solving programs for students and teachers in service to
capability was empowered [15]. conduct educational methods for primary and
An and Lee (2016) applied education secondary education utilizing App Inventor.
programs with App Inventor to pre-service teachers Through these educational programs, the strengths
and found out that Pedagogical Content and weaknesses of App Inventor, opinions of
Knowledge(PCK) of pre-service teachers was
improved [16].

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students and educational methods could be

determined [19]. Analysis of related studies
Shin, Choi, and Bae (2015) developed
STEAM education programs using App Inventor to ↓
explain the exact concept of velocity in natural
science and had experts verify the program [20]. Development of an educational program
Reviewing the literature, many studies
have been conducted to investigate the educational ↓
merits of App Inventor based on a diverse teaching-
learning theory. Moreover, those studies focused on Expert review of developed educational
the development of their programs and the reaction programs and test tool
of students after putting it in the classroom;
↓
however, research on application through
experiments is needed to prove the educational
Pre-test
effect of App Inventor. Furthermore, problems in
App Inventor that were identified in advanced
research have been resolved through updates and ↓
the development and application of new programs
with new versions of App Inventor. In our study, Treatment
new educational programs were developed for the
2015 revised national curriculum and applied to ↓
students to prove its possibility.
Post-test

3. METHOD ↓
3.1 Research Procedure
In this study, App Inventor educational Analysis of result
programs for elementary school students were
Figure 3: Research procedure
developed and their effect was analyzed. Literature
review was conducted to develop the program and The fifth-grade students were the majority.
proper testing tools were selected to prove their Those who had previous experience in
effect. Research objects were recruited to examine programming were only 50%; students who had
the effect of educational programs and pre- and interest in programming volunteered but not all of
post-tests were conducted before and after teaching them had actual experience. The programming
the material to observe the effect of the educational languages that these student subjects had
program. Based on the results of the application, we experienced were Scratch (38%), Entry (25%) and
derived a teaching method that utilized effective App Inventor (38%). Every research subject had
educational methods using App inventor to experienced block based programming language
elementary school students in the 2015 revised and had never been exposed to a test-based
national curriculum. programming language.

3.3 Test Tool

3.2 Research Subjects
In Practical Arts in the 2015 revised
In this study, 20 elementary school
national curriculum, problem solving capabilities
students in Cheongju were chosen as research
and creativity are highlighted [3]. Moreover, in
subjects. Of these 20 students, those who did not
advance research, educational programs with App
take the pre- or post-test, including those who did
Inventor have shown the of possibility improving
not take both, were counted out. The resulting data
motivation, attitudes to problem solving and
of 12 students who took both pre- and post-tests
interest in class [8, 15]. In this study, test tools were
were turned in and analyzed. Examining the
utilized to verify the change in those areas. The test
characteristics of the research subjects, female
tool to measure creative problem-solving
students made up 83%, while male students were
capabilities is the same test tool that was used in
only 17%.
advanced research. This tool was developed by MI
psychology laboratory, Seoul National University,
using a five score Likert scale [15]. The test tool

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ISSN: 1992-8645 www.jatit.org E-ISSN: 1817-3195

consists of five sub-domains: “intelligence, application and share it with their peers. An and
thinking function, understanding of technology and Lee (2014) stated that it was effective for students
proficiency in certain area (D1),” “divergent to learn App Inventor in project-based classes
thinking (D2),” “critical and logical thinking (D3),” where they can create their own application due to
and “motivation components (D4).” The test tool the characteristics of App Inventor. Furthermore, it
chosen to measure self-efficiency is the tool that is highly recommended that easy and familiar
was invented by Jeong (1987); this tool was themes should be started first and difficult themes
developed to measure how students study, how last for students to learn the entire program [19].
satisfied the student is, how much the student Classes designed by project were constituted
depends on private institutions and the confidence referring to a revised Waterfall model of Seol and
for elementary, middle, and high school students Son (2013). Different situations were given in each
[21]. This tool consists of 26 questions using five project and students had to ponder how to create
score Likert scale. Furthermore, to collect opinions their own applications for each situation. Children
of students on programs, an additional four had the opportunity to operate their application and
questions were included in the post-test: what they to modify it [18]. Considering the contents of the
liked in the class, what they hated in the class, how 2015 revised national curriculum and the grade
to improve the class and what kind of struggles they level of each elementary school student, the
had in the App Inventor class. algorithm of the application was explained by the
teacher [17].

Table 2: Consist of test tool

Table 1: Detailed information of research subjects (%)
Domain Content Numbers
Gender
Intelligence,
Male Female Total thinking function,
Number D1 understanding of 5
of 2 (17) 10 (83) 12 (100) technology and
students Creative proficiency in
problem- certain area
Grade
solving D2 Divergent thinking 5
5th 6th Total capability
D3 Critical and logical 5
Number thinking
of 9 (75) 3 (25) 12 (100)
D4 Motivation 5
students
components
Experience about programming Total 20
Yes No Total
How students
Number study; how satisfied
of 6 (50) 6 (50) 12 (100) the student is; how
students Self-efficacy much the student 26
Experience about programming Language depends on private
institutions and the
App confidence
Scratch Entry Total
inventor
Number Total 26
of 3 (38) 2 (25) 3 (38) 8 (100)
students
3.5 Analysis Method
3.4 Treatment Through the App Inventor education
Through these classes, students could learn program, a change in creative problem-solving
basic components about programming, beginning capabilities and self-efficiency was observed. To
with learning the environment of programming analyze these changes, the results of pre- and post-
development. With four projects, students gradually test about creative problem-solving capability and
became more familiar with the components of the self-efficiency were analyzed on a paired t-test;
App Inventor and programming environment so therefore, it was possible to look into the effects of
that they could design and develop their own this education program. Additionally, answers from

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© 2005 - Ongoing JATIT & LLS

ISSN: 1992-8645 www.jatit.org E-ISSN: 1817-3195

the students to the four essay questions were found them helpful; it is likely that that could help
categorized to see their opinions on the App an App Inventor class to proceed effectively. Jeon
Inventor education program. Keywords were set to & Lee (2014) stated that students like cooperating
match with the answers of students so that they
could be categorized. Some students answered with Table 3: THE RESULTS OF COMPARISON OF PRE-
multiple keywords, therefore, the total number of AND POST-TEST
answers was more than the number of students.
Area Test M SD N t p

4. RESULT & DISCUSSION Creative Pre 3.683 .487 12

problem-
-.349 .733
4.1 Result Of App Inventor Education Program solving
Post 3.717 .642 12
Application capability
On creative problem-solving capability, Pre 3.833 .637 12
the App Inventor education program did not show D1 .272 .791
statistically significant changes. The pre-test result Post 3.800 .698 12
was M= 3.683, SD= .487 and post-test result was
Pre 3.267 .593 12
M= 3.717, SD= .642, t= -.349, p= .733. It was
D2 -1.521 .156
possible to confirm that the App Inventor education Post 3.500 .641 12
program did not have an effect on improving sub
creative problem-solving capabilities. About sub- Pre 3.783 .471 12
domains, there was no statistically significant D3 .244 .812
change in D1, t= .272, p= .791. In D2, the result Post 3.750 .801 12
from the post-test (M= 3.267, SD= .593) was higher
Pre 3.850 .604 12
than that of the pre-test (M= 3.500, SD= .641); D4 .164 .872
however, it was not statistically significant, t= .244, Post 3.817 .716 12
p= .812. In D3 (t= .164, p= .872) and D4 (t= -
.1.521, p= .156), there was no noteworthy change. Self-
Pre 3.019 .287 12
Through this result, it was possible to verify the -.288 .779
efficacy
Post 3.051 .270 12
fact that the App Inventor education program had
no effect on creative problem-solving capabilities
of elementary school students; however; it was with peers to design applications [22]. To
effective on high school students [8, 15]. questions about what they hated in the class, 50%
As far as self-efficiency, the App Inventor of students answered that the class was not long
education program did not show a significant enough while the other students answered there was
change among students. The self-efficiency was nothing they hated in the class. It is possible to
higher in post-test (M= 3.051, SD= .270) than that assume that more hours are needed to teach the App
of pre-test (M= 3.019, SD= .287); it was not Inventor class. To questions about what they
statistically significant (t= -.288, p= .779.) Through struggled with in the class, 57% of students
this result, it was possible to verify the fact that the answered it was difficult to learn blocks; 14% of
App Inventor education program had no effect on students answered that the amount of what they had
the self-efficiency of elementary school students; to learn was to excessive and the other 29% of
however, it was effective on learning motivation students there was nothing they struggled with. To
and attitude in literature [7, 17, 22]. questions about what they want to improve in the
class, 46% of student answered there should be
4.2 Opinions Of Students more time for class while 23% of students
To questions about what they like most in answered it would be better to have more time
App Inventor class, 43% students answered that the about game making; the other 31% of students did
class was interesting. 36% of students answered not answer. In reviewing these opinions,
that it was helpful to have assistants in class; 14% elementary school students liked the App Inventor
of students pointed out that they could have the class, especially, collaboration with peers and game
collaboration with peers and the other 7% of making. Nonetheless, they needed more time to
students answered that there was nothing they liked learn block programming so that they could digest
in the class. The advanced research had the same the considerable amount of content in class. They
result that this study had [8, 17, 19]. also thought programming through block was
In this study, assistants were put into the difficult. These facts could produce a negative
class and a number of students answered that they attitude from students toward the App Inventor

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© 2005 - Ongoing JATIT & LLS

ISSN: 1992-8645 www.jatit.org E-ISSN: 1817-3195

class and, finally, could be obstacles for students team were conducted on a team basis [22]. It would
who want to make their own application or to do be much more effective to make and operate their
activities based on what they learned; therefore, it application through collaboration.
was not possible to observe any statistically Above this, although not being
significant difference in creative problem-solving compulsory, it would be much more helpful for
capabilities and sense of self efficiency [23]. students to be provided with materials about the
content of class. Scratch and App Inventor share the
4.3 Methods Of Education With App Inventor principle of assembling blocks to program;
As Programming Tool In 2015 Revised however, in App Inventor, it is necessary to design
National Curriculum in Designer and to assign different values to each
The results of this application and previous component [6, 10]. This can lead to a situation
research have led to the development of an app where students stop or give up designing an
inventory training method to effectively teach application before they have the interest of
elementary software education in the 2015 revised developing an application through to programming.
national curriculum. First, proper time allocation by To prevent this situation, students should be
the level of students is highly recommended. An & provided with explanations about the components,
Lee (2014) stated that it was possible to institute the attribute values according to the components,
App Inventor in elementary school in spite of App and instructional materials that explain the contents
Inventor’s difficulties; however, in this study, it of the classes. In addition, assistants, as well as
was confirmed that students had difficulty teachers, can help students to implement more
programming with App Inventor [19]. Therefore, it effective education with App Inventor.
is needed for students to have a personalized class
design considering their experience about 5. CONCLUSION
programming, preliminary knowledge and contents
Due to the 2015 revised national
of the class. When designing a class for App
curriculum, this study examined the use of App
Inventor, time for both application design and to
Inventor as a programming language to teach
assign different attribute to each component is
software to elementary students. Through a
needed. Moreover, considerable amounts of build
literature review, an educational program was
time are needed to check the result; therefore,
developed and implemented to create a teaching
proper time allocation is necessary.
plan. The following conclusions were drawn.
Second, it is required to have a class
First, the use of App Inventor in the
theme. To make an application, a long procedure is
educational program did not improve the
inevitable: algorithm design, application design,
elementary school students’ creative problem-
application programming, building, operation,
solving capabilities and self-efficiency, which
modification and application are all factors [17].
differs from advanced research.
Therefore, students need time to build applications
Second, the students thought it was
and operate and modify them on their smart phones.
interesting to learn App Inventor, but they stated
It would be effective to proceed the class by
that they needed more class time due to the
making applications with themes familiar to
difficulty of learning block in the App Inventor
students, rather than operating every single function
educational program.
of programming [19].
Third, additional class, study, and
Third, collaboration is essential.
collaborative study time was needed for the
Collaboration is the alpha and omega in computer
elementary school students to learn App Inventor.
science. In the United States, collaboration is one of
App Inventor is different from the other block
the strands of the standards and framework of
programming. Therefore, the course plan for
computer science [2, 3]. In the 2015 revised
programming classes will not be effective in the use
national curriculum of South Korea, collaboration
of App Inventor. Thus, the following three things
is one of the most necessary abilities in
should be considered: time and theme of class,
collaborative problem-solving [2, 3, 4].
collaboration,
Furthermore, numerous students answered that it
However, the study had limitations. First,
was great to collaborate with their peers; in advance
because the elementary school curriculum did not
research, learning motivation is elevated while
include computing education, it was difficult to
students cooperate in an LT collaborative class. In
recruit elementary school students who wanted to
this study, component classes were conducted
participate in the research. So, it was difficult to
individually while application presentations by
implement an education program using App

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ISSN: 1992-8645 www.jatit.org E-ISSN: 1817-3195

Inventor. Only 20 elementary school students of the 2015 revised curriculum and further promote
participated in this study. Eight students refused to the implementation of computing education.
participate. Therefore, the size of the study is a Finally, this study presented the App Inventor
limitation. The study was small compared to other education method. Therefore, future studies do not
studies. To verify the effects of research, a follow- need to develop or verify the effectiveness of
up study must apply the App Inventor education educational programs that incorporate these
program developed in this study to a larger sample educational methods.
of elementary students.
Second, the study participants were ACKNOWLEDGEMENT
students attending elementary schools in Cheongju, This work was supported by the National
South Korea. As the research was conducted on Research Foundation of Korea(NRF) grant funded
elementary school students in one area, various by the Korea government(MSIP) (No.
factors, such as regional differences and 2016R1A2B4010522).
socioeconomic factors, were not considered.
Therefore, the results cannot be generalized to all
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