Researcher(s)
- Arron Ye, Computer Science, University of Delaware
Faculty Mentor(s)
- Austin Bart, Computer Science, University of Delaware
Abstract
Introductory computing (CS1) courses must offer programming experiences that are both approachable and personally meaningful. Drafter, an educational Python web development framework for CS1, addresses this by enabling students to build and deploy interac-tive web applications entirely in Python. From the lens of Situated Expectancy-Value Theory (SEVT), Drafter aims to increase students’expectancy for success by reducing technical barriers while enhancing task value through authentic projects. This paper presents an empirical, student-centered evaluation of Drafter, following its integration into a large-enrollment CS1 course at an R1 university. We administered a Drafter-specific survey (n=354) with Likert-scale and open-ended questions. Using a mixed-methods approach, we examined students’ perceptions of Drafter, their expectancy-value beliefs while using it, and opportunities for improving Drafter.Students identified ease-of-use, creativity opportunities, and motivational benefits as Drafter’s key strengths. They also reported critical limitations: restricted aesthetic flexibility, difficulties testing web applications, and the need for stronger instructional support, documentation, and examples. Contrary to our expectations, few students were concerned with Drafter’s inauthenticity compared to professional web frameworks, though many desired additional functionality. These findings highlight broader design principles for educational programming frameworks: authentic projects must truly support learners’ goals, technical design decisions have motivational consequences, and educational libraries require vibrant instructional ecosystems, not just an easy-to-use API