Alexander Repenning

Alexander Repenning is a Professor in the Department of Computer Science at the University of Colorado Boulder's College of Engineering and Applied Science. He has been a leading researcher in computer science education, particularly in the areas of visual programming, computational thinking, and game-based learning for over three decades.

Repenning's research focuses on making programming accessible to novices through innovative environments like AgentSheets and AgentCubes. His work emphasizes blocks-based programming, computational thinking patterns, and scalable approaches to computer science education. He has pioneered the Scalable Game Design methodology which has been implemented in schools worldwide to teach computational thinking through game design.

His recent publications (2021-2024) show a continued focus on blocks-based programming environments, with emerging work integrating AI concepts into educational programming tools. His research demonstrates consistent interest in understanding how to make programming more accessible while preserving computational thinking principles, with particular attention to flow theory, scaffolding techniques, and measuring educational impact.

• Significant contributions to scalable game design methodology
• Pioneering work in blocks-based programming for education
• Development of AgentSheets and AgentCubes environments

Repenning has mentored numerous researchers who have become leaders in computer science education themselves, including Ashok Basawapatna, Andri Ioannidou, and David Webb. His work has been supported by multiple NSF grants focused on broadening participation in computing and developing scalable approaches to computer science education. He leads the Scalable Game Design project which has created a comprehensive ecosystem for teaching computational thinking through game design.

His laboratory focuses on developing and evaluating visual programming environments, with particular attention to how students engage with computational concepts through game design activities. The team has developed sophisticated analytics to measure computational thinking patterns in student projects, enabling formative assessment in programming education.