Designing user-centric mobile applications is increasingly essential in educational technology. However, platforms like MIT App Inventor-one of the world's largest educational app development tools-face inherent limitations in supporting modern UI/UX design. This study introduces the Figma-Enhanced App Design (FEAD) Method, a structured framework that integrates Figma's advanced design tools into MIT App Inventor using an identify-design-implement workflow. Leveraging principles such as the 8-point grid system and Gestalt laws of perception, the FEAD Method empowers users to address design gaps, creating visually appealing, functional, and accessible applications. A comparative evaluation revealed that 61.2% of participants perceived FEAD-enhanced designs as on par with professional apps, compared to just 8.2% for baseline designs. These findings highlight the potential of bridging design with development platforms to enhance app creation, offering a scalable framework for students to master both functional and aesthetic design principles and excel in shaping the future of user-centric technology.

We present Aptly, an extension of the MIT App Inventor platform enabling mobile app development via natural language powered by code-generating large language models (LLMs). Aptly complements App Inventor's block language with a text language designed to allow visual code generation via text-based LLMs. We detail the technical aspects of how the Aptly server integrates LLMs with a realtime collaboration function to facilitate the automated creation and editing of mobile apps given user instructions. The paper concludes with insights from a study of a pilot implementation involving high school students, which examines Aptly's practicality and user experience. The findings underscore Aptly's potential as a tool that democratizes app development and fosters technological creativity.

TMIC is an App Inventor extension for the deployment of ML models for image classification developed with Google Teachable Machine in educational settings. Google Teachable Machine, is an intuitive visual tool that provides workflow-oriented support for the development of ML models for image classification. Aiming at the usage of models developed with Google Teachable Machine, the extension TMIC enables the deployment of the trained models exported as TensorFlow.js to Google Cloud as part of App Inventor, one of the most popular block-based programming environments for teaching computing in K-12. The extension was created with the App Inventor extension framework based on the extension PIC and is available under the BSD 3 license. It can be used for teaching ML in K-12, in introductory courses in higher education or by anyone interested in creating intelligent apps with image classification. The extension TMIC is being developed by the initiative Computa\c{c}\~ao na Escola of the Department of Informatics and Statistics at the Federal University of Santa Catarina/Brazil as part of a research effort aiming at introducing AI education in K-12.

A common need for mobile application development by end-users or in computing education is to transform a sketch of a user interface into wireframe code using App Inventor, a popular block-based programming environment. As this task is challenging and time-consuming, we present the Sketch2aia approach that automates this process. Sketch2aia employs deep learning to detect the most frequent user interface components and their position on a hand-drawn sketch creating an intermediate representation of the user interface and then automatically generates the App Inventor code of the wireframe. The approach achieves an average user interface component classification accuracy of 87,72% and results of a preliminary user evaluation indicate that it generates wireframes that closely mirror the sketches in terms of visual similarity. The approach has been implemented as a web tool and can be used to support the end-user development of mobile applications effectively and efficiently as well as the teaching of user interface design in K-12.

With children talking to smart-speakers, smart-phones and even smart-microwaves daily, it is increasingly important to educate students on how these agents work-from underlying mechanisms to societal implications. Researchers are developing tools and curriculum to teach K-12 students broadly about artificial intelligence (AI); however, few studies have evaluated these tools with respect to AI-specific learning outcomes, and even fewer have addressed student learning about AI-based conversational agents. We evaluate our Conversational Agent Interface for MIT App Inventor and workshop curriculum with respect to eight AI competencies from the literature. Furthermore, we analyze teacher (n=9) and student (n=47) feedback from workshops with the interface and recommend that future work leverages design considerations from the literature to optimize engagement, collaborates with teachers, and addresses a range of student abilities through pacing and opportunities for extension. We found students struggled most with the concepts of AI ethics and learning, and recommend emphasizing these topics when teaching. The appendix, including a demo video, can be found here: https://gist.github.com/jessvb/1cd959e32415a6ad4389761c49b54bbf

Natalie Lao was set on becoming an electrical engineer, like her parents, until she stumbled on course 6.S192 (Making Mobile Apps), taught by Professor Hal Abelson. Here was a blueprint for turning a smartphone into a tool for finding clean drinking water, or sorting pictures of faces, or doing just about anything. "I thought, I wish people knew building tech could be like this," she said on a recent afternoon, taking a break from writing her dissertation. After shifting her focus as an MIT undergraduate to computer science, Lao joined Abelson's lab, which was busy spreading its App Inventor platform and do-it-yourself philosophy to high school students around the world. App Inventor set Lao on her path to making it easy for anyone, from farmers to factory workers, to understand AI, and use it to improve their lives.

MIT is building tools into App Inventor that will enable even beginning students to create original AI applications that would have been advanced research a decade ago. This creates new opportunities for students to explore the possibilities of AI and empowers students as creators of the digital future.

Millions of users use online, open-ended blocks programming environments like App Inventor to learn how to program and to build personally meaningful programs and apps. As part of understanding the computational thinking concepts being learned by these users, we want to distinguish original projects that they create from unoriginal ones that arise from learning activities like tutorials and exercises. Given all the projects of students taking an App Inventor course, we describe how to automatically classify them as original vs. unoriginal using a hierarchical clustering technique. Although our current analysis focuses only on a small group of users (16 students taking a course in our institution) and their 902 projects, our findings establish a foundation for extending this analysis to larger groups of users.