Scratch Copilot: Supporting Youth Creative Coding with AI

• URL: http://arxiv.org/abs/2505.03867v1
• Date: Tue, 06 May 2025 17:13:29 GMT
• Title: Scratch Copilot: Supporting Youth Creative Coding with AI
• Authors: Stefania Druga, Amy J. Ko,
• Abstract summary: We present Cognimates Scratch Copilot: an AI-powered assistant integrated into a Scratch-like environment.<n>This paper details the system architecture and findings from an exploratory qualitative evaluation with 18 international children.
• Score: 7.494510764739512
• License: http://creativecommons.org/licenses/by-nc-nd/4.0/
• Abstract: Creative coding platforms like Scratch have democratized programming for children, yet translating imaginative ideas into functional code remains a significant hurdle for many young learners. While AI copilots assist adult programmers, few tools target children in block-based environments. Building on prior research \cite{druga_how_2021,druga2023ai, druga2023scratch}, we present Cognimates Scratch Copilot: an AI-powered assistant integrated into a Scratch-like environment, providing real-time support for ideation, code generation, debugging, and asset creation. This paper details the system architecture and findings from an exploratory qualitative evaluation with 18 international children (ages 7--12). Our analysis reveals how the AI Copilot supported key creative coding processes, particularly aiding ideation and debugging. Crucially, it also highlights how children actively negotiated the use of AI, demonstrating strong agency by adapting or rejecting suggestions to maintain creative control. Interactions surfaced design tensions between providing helpful scaffolding and fostering independent problem-solving, as well as learning opportunities arising from navigating AI limitations and errors. Findings indicate Cognimates Scratch Copilot's potential to enhance creative self-efficacy and engagement. Based on these insights, we propose initial design guidelines for AI coding assistants that prioritize youth agency and critical interaction alongside supportive scaffolding.

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