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Programming environments that incorporate drag-and-drop methods and many pre-defined objects and operations are being widely used in K-12 settings. But can middle school students learn complex computer science concepts by using these programming environments when computer science is not the focus of the course? In this paper, we describe a semester-long game-programming course where 325 middle school students used Alice. We report on our analysis of 231 final games where we measured thedoi:10.1145/2157136.2157263 dblp:conf/sigcse/WernerCD12 fatcat:x2q7viwarvb4pgpgxaucarrrbe