[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-82762-en":3,"doc-seo-82762-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},82762,549758252649,"Ivy","https://ap-avatar.wpscdn.com/avatar/8000253669c5317157?_k=1778319167496531819",8,"Research & Report","Content Hidden Behind Execution: Analyzing Public Scratch Projects at Runtime","Public Scratch projects are reused in computing education as classroom examples, remix sources, open-exploration materials, and research data. Curation often starts with titles, thumbnails, descriptions, tags, and remix links, but Scratch projects can reveal safety-relevant content only after execution. The work studies runtime-revealed sensitive content and introduces a runtime-aware annotation scheme covering category, risk level, evidence channel, reveal mechanism, and annotation confidence. An audit of 500 projects finds most require runtime exploration beyond static metadata and supports educator-facing screening tools.","Content Hidden Behind Execution: Analyzing Public Scratch  \nProjects at Runtime  \nYuan Si  \nUniversity of Waterloo Waterloo, Canada  \nHanyuan Shi  \nIndependent Researcher Hangzhou, China  \nYufeng Lin  \nPui Ching Middle School Macau Macau, China  \nYang Shi  \nUtah State University Logan, USA  \nDaming Li  \nIndependent Researcher San Mateo, USA  \nJialu Zhang∗ University of Waterloo Waterloo, Canada  \narXiv :2607 .03700v 1 [ cs .CY] 4 Jul 2026  \nAbstract  \nPublic Scratch projects are reused in computing education as classroom examples, remix sources, open-exploration materials, and research data. Curation often begins with titles, thumbnails, descriptions, tags, and remix links, but Scratch projects are executable learning artifacts. Content affecting age appropriateness can appear only after execution, gameplay progression, a failure state, user interaction, costume switching, audio playback, or a hidden event trigger.  \nWe study runtime-revealed sensitive content as a computing education curation challenge: educators and researchers need runtime evidence about what students may encounter when Scratch projects are used in these settings. We introduce a runtime-aware annotation scheme that separates content category, risk level, evidence channel, reveal mechanism, and annotation confidence. Using this scheme, we conducted an audit of 500 public Scratch projects sampled from curated candidates, taxonomy-guided keyword search, and follow-up exploration of project clusters surfaced during review.  \nIn this audit, 467 of 500 projects (93%) required runtime exploration beyond static metadata to surface the safety-relevant signal;  \n387 (77%) required interaction, gameplay progression, failure states, or hidden-asset and code inspection. As a targeted classroom and research curation audit, the study characterizes reveal mechanisms ina selected corpus rather than estimating platform-wide prevalence or making platform-level safety claims. The results show metadataonly screening leaves key evidence unresolved in executable youth media. By separating content type, severity, evidence location, and reveal pathway, this work supports classroom project selection, student exploration practices, dataset construction, and educatorfacing screening tools for block-based programming communities.  \nKeywords  \nScratch, computing education, block-based programming, project curation, runtime behavior  \n1 Introduction  \nScratch supports computing education through projects that learners create, share, inspect, and remix. In constructionist and creativelearning traditions, learners build personally meaningful artifacts and learn through peers, feedback, and reflection [26–28] . Projectbased learning similarly treats meaningful artifacts as a basis for  \n∗ Corresponding author.  \nmotivation and understanding when teachers, peers, and tools provide usable scaffolding [3, 6] . Scratch makes these ideas concrete ina public online community where young people publish interactive media and learn from projects made by others [8, 10, 19, 29] .  \nPublic sharing makes project selection a student-facing educational decision. Teachers may choose public projects as worked examples, ask students to browse for inspiration, or use remixing in project-based activities, but students are often the eventual users: they browse, play, inspect, and remix projects during learning. Researchers may also collect public projects for datasets about novice programming, debugging, creativity, assessment, or computational thinking. In each pathway, a Scratch project is a learner-facing material, not only a code artifact.  \nWe use curation to mean selecting and documenting public projects before learners encounter them as classroom examples, open-exploration materials, remix sources, or dataset entries. Curation often begins with the project page. Titles, thumbnails, instructions, descriptions, tags, social signals, and remix links help educators and dataset builders decide which resources","cbCaidde8knEoWF5","https://ap.wps.com/l/cbCaidde8knEoWF5","pdf",496861,2,1,7,"English","en",105,"# Abstract\n# Introduction\n## Public sharing and curation as a learner-facing decision\n## Runtime-revealed sensitive content\n## Motivation for runtime-aware auditing\n# Method Overview\n## Runtime-aware annotation scheme\n## Audit of 500 public Scratch projects","[{\"question\":\"Why can Scratch project pages be insufficient for safety screening?\",\"answer\":\"Some sensitive or age-inappropriate content appears only after execution, such as during gameplay progression, failure states, timed delays, user input, costume switching, audio playback, or hidden event triggers.\"},{\"question\":\"What is the main goal of the runtime-aware study?\",\"answer\":\"To provide runtime evidence for educators and researchers so they understand what students may encounter when public Scratch projects are used in classroom or research settings.\"},{\"question\":\"What did the audit of 500 public Scratch projects conclude?\",\"answer\":\"Most projects required runtime exploration beyond static metadata, and a large portion required interaction, progression, failure states, or hidden-asset and code inspection to surface safety-relevant 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