Creative coding is a rapidly expanding domain for both artistic expression and computational education. Numerous libraries and IDEs support creative coding, however there has been little consideration of how the environments themselves might be designed to serve these twin goals. To investigate this gap, we implemented and used an experimental editor to teach a sequence of college and high-school creative coding courses. In the first year, we conducted a log analysis of student work (n=39) and surveys regarding prospective features (n=25). These guided our implementation of common enhancements (e.g. color pickers) as well as uncommon ones (e.g. bidirectional shape editing). In the second year, we studied the effects of these features through logging (n=39+) and survey (n=23) studies. Reflecting on the results, we identify opportunities to improve creativity- and novice-focused IDEs and highlight tensions in their design -- as in tools that augment artistry or efficiency but may be perceived as hindering learning.

翻译：创意编码是艺术表达和计算教育的一个迅速扩展的领域。 许多图书馆和IDES支持创造性编码, 但是很少考虑环境本身如何设计来为这两个双重目标服务。 为了调查这一差距, 我们实施并使用一个实验编辑来教授一系列大学和高中创造性编码课程。 在第一年, 我们进行了学生工作日志分析(n=39)和关于未来特征的调查(n=25)。 这些指导我们实施共同增强(例如颜色采集器)和不寻常的(例如双向形状编辑)以及(例如双向形状编辑)等。 第二年, 我们通过伐木(n=39+)和调查(n=23)研究研究了这些特征的效果。 反思这些结果, 我们发现机会来改进创造性和注重新颖的IDES, 突出设计中的紧张状态 -- -- 诸如增强艺术性或效率的工具,但可能被视为阻碍学习。