CTE-STEM 2024

Advancing Mobile App Development and Generative AI Education through MIT App

Inventor

David Y.J. Kim

1

, Anqi Zhou

1

, Yasuhiro Sudo

day workshop, we focus on teaching students to create

mobile applications that harness the power of Generative

AI. The use of App Inventor, known for its block-based

coding, made programming more accessible and engaging,

particularly for novices. Participants' feedback indicated a

significant shift in their perception of programming. They

reported increased confidence and motivation to integrate

these skills into daily life. The student-developed

applications during the workshop demonstrated practical

applications of their learning, aligning with the concept of

populations.

KEYWORDS

Computational Thinking, Generative AI, MIT App

Inventor, Computational Action

1. INTRODUCTION & BACKGROUND

Technology exerts a profound transformative impact on

society, altering our lives on an unparalleled scale. Rather

than merely being passive consumers, we envisage a future

where individuals actively contribute to technological

progress. However, the path to this vision of

example is MIT App Inventor (Wolber, Abelson, and

Friedman, 2015), which enables anyone to craft unique

applications for smartphones and tablets. Users of App

Inventor develop apps by arranging and connecting

geometric, tinker-toy-like blocks through a drag-and-drop

interface on their browser screen. The platform then

translates these block assemblies into executable apps

compatible with Android or iOS devices.

MIT App Inventor has demonstrated its effectiveness in

sparking interest among numerous students in creating

week workshop designed for Japanese university students,

many of whom had no prior experience in coding or even

using tools like App Inventor. The selection of participants

was notably diverse, encompassing students from various

academic backgrounds, thus presenting a unique

opportunity to evaluate the efficacy of block-based coding

as a universal tool outside of the States for imparting

computational thinking education. This paper details the

structure of the workshop, the pedagogical strategies

employed, and the outcomes observed, shedding light on

a critical skill set akin to reading, writing, and arithmetic.

At its core, Computational Thinking involves problem-

solving methods and techniques that draw from the

domain of computer science, yet its application transcends

far beyond the confines of programming. The implications

of CT education are profound. By fostering computational

thinking skills, educators are preparing students for a

future where digital literacy is paramount. Moreover, CT

education promotes problem-solving skills, logical

reasoning, and creativity, which are valuable in various

emphasis on collaboration and communication, outcome-

oriented nature, and direct engagement with technology

(Tissenbaum, Sheldon, and Abelson, 2019). It goes

beyond theoretical understanding, involving the creation of

tangible solutions like software applications, algorithms,

or systems. This transition is critical, particularly in

educational contexts, as it enables learners to apply

abstract principles to real-world tasks, thereby solidifying

their understanding and enhancing their problem-solving

skills. This practical approach is essential in the

democratizing software development by enabling users of

varying programming expertise to create mobile

CTE-STEM 2024

applications. It utilizes a block-based programming

language (Patton, Tissenbaum, Harunani, 2019).

The block-based language allows users to "snap" together

command blocks to create a program, eliminating the need

for syntax and reducing common coding errors. In the App

Inventor environment, the app creation process is divided

into two main parts: the Designer and the Blocks Editor.

can build the app's user interface without writing a single

line of code.

Figure 2. Blocks Editor in App Inventor

Blocks Editor (Figure 2): The Blocks Editor is where the

app's behavior is defined. Users can select from a pallet of

blocks that represent different functions or variables, and

drag them into the workspace. By connecting different

blocks, users define the app's responses to user inputs or

other events.

machine learning and neural network technologies

(OpenAI, 2016). Generative AI holds the capacity to

profoundly transform numerous facets of human society,

bringing with it a spectrum of both positive and negative

impacts. It is crucial for an increasing number of people to

not only become aware of this transformative technology

but also to possess the skills and understanding necessary

to integrate it into their daily lives effectively. The

importance of educating about these technologies becomes

increasingly critical. Education in generative AI not only

involves understanding the technical workings of these

systems but also encompasses a broader comprehension of

The workshop titled “Harnessing Generative AI in Mobile

CTE-STEM 2024

Kanagawa Institute of Technology. It spanned five days,

with each session lasting three hours. The participant

group comprised 23 in-person students at the Kanagawa

Institute of Technology and 60 to 100 remote students,

primarily students from Malaysia and Indonesia.

and the evaluation of the projects presented on the final

day. These projects served as a practical indicator of the

handling procedures complied with ethical standards and

regulatory guidelines.

CTE-STEM 2024

programming?

The five-day workshop utilizing MIT App Inventor for

mobile application development significantly influenced

the participants' views on programming. Attendees who

already had an interest in programming noted less change

in their perspective. In contrast, for many others, the

workshop was an eye-opening experience, revealing its

simplicity and accessibility.

effectively made software development more tangible and

engaging, particularly for beginners, by demystifying the

process.

The practicality of the workshop was another key aspect

workshop introduced us to block programming which is

Others mention that it helped clarify fundamental

programming concepts such as event handling, data

possibilities of integrating AI into app development. It not

only sparked an interest in programming and AI among

participants but also shed light on alternative approaches

to programming, such as visual programming and the use

of pre-built components, highlighting the diverse

applications and versatility of AI.

Participants unanimously lauded MIT App Inventor for its

user-centric, accessible interface, highlighting its particular

appeal to novices and those with minimal coding

background. Its simplicity, a stark contrast to traditional

coding approaches, stood out as a significant benefit. The

platform's block-based, drag-and-drop interface was

celebrated for demystifying the app development process,

tinker around with blocks, making programming far less

creation experience, devoid of the complexities often

accommodating to those without a coding pedigree,

enables the swift and straightforward development of

mobile applications. This accessibility is pivotal,

positioning App Inventor as an invaluable resource across

a broad spectrum of users, particularly those venturing into

intuitive structure allows users to quickly comprehend

both the logic behind app development and its design

aspects. This feature was especially attractive to

avoid tasks that require extensive memorization, like

learning a programming language. The transformation of

programming into a puzzle-like format simplified the

learning process for me, allowing me to grasp the

visual nature of App Inventor, where coding is akin to

CTE-STEM 2024

solving puzzles, was highlighted as a feature that enhances

learning and retention, especially for those who struggle

with writing code from memory. The platform was also

lauded for its ability to facilitate understanding of

technological developments and for making programming

a more approachable and enjoyable experience.

Furthermore, the platform was recognized for its

efficiency in frontend development and its broad

functionality, supporting various features needed for

3.3. What can App Inventor improve?

UI components and the ability to edit code directly for

customizing UI and logic. Improvements in UI/UX design

were a recurring theme, with suggestions like a more user-

friendly interface and the introduction of features like dark

mode.

Enhanced Features: Participants expressed interest in

seeing more advanced features in App Inventor. Specific

suggestions included improved functionality for the

chatbot and imagebot components, image recognition AI,

and an in-built emulator for quick app testing. Some users

Educational Resources: Requests for more

comprehensive educational resources were common. This

included more advanced tutorials, both in video and PDF

and a clearer display of warnings and commands, were

mentioned. Suggestions for an offline mode and

improvements in the website's UI/UX were also proposed.

Performance and Bug Fixes: Addressing performance

issues and fixing bugs were noted as areas for

improvement. This includes dealing with issues where

blocks do not display or the display freezes.

Community and Collaboration Features: Some

participants suggested features to facilitate sharing and

collaboration directly within the app, such as enabling

hosting activities to promote App Inventor's growth

globally.

Transparency in Coding: A few responses indicated an

interest in seeing the block-based code translated into

standard programming language notation, which could

help those interested in transitioning to traditional coding.

United States. The workshop, encompassing a blend of

theoretical learning and hands-on practice over five days,

effectively guided students through the core principles and

practical applications of programming. The strategic use of

App Inventor was instrumental in this process, enabling

students to engage with coding constructs visually. This

approach not only facilitated a deeper understanding of

programming concepts but also made the learning journey

more accessible and less daunting for beginners.

The feedback underscored a significant enhancement in

their confidence in programming, coupled with a

newfound inspiration to integrate these skills into their

daily lives. Importantly, the various applications

developed by the students during the workshop are a

testament to their creative engagement with the tool. These

applications reflect not just a grasp of programming

concepts but also a broader vision of using technology as a

means of personal and community development.

This aligns closely with the essence of Computational

Thinking and Generative AI across diverse student

populations. The study thereby contributes valuable

insights into the scalability and adaptability of such

educational tools in a global educational landscape,

highlighting their role in shaping a technologically adept

and innovative future generation.

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