In this paper we present findings from the current and last year's season of a CT course: we investigated how soft materials enriched learning of CT in relation to embedded systems and creative thinking practices. We also addressed gender biases in the course, as we observed how boys and the few girls in the course responded to the practices related to fabric prototyping and sewing, when moving from LEGO Mindstorms to wearable devices and soft robotics. Data gathering was conducted following a qualitative approach, based on ethnography combining note taking, observations, pictures of the children artifacts and live drawings of the children in action. We observed changes that occurred in creativity, project context, in the hardware and debugging, flexibility and reusability, in addition to the gender balance. We also analyze the play moods observed in the children. The main contribution of the paper is to detail our approach, the methods used in the observations and analysis, and our findings, for the benefit of other institutions and groups striving to design CT curricula.

Educational institutions planning to invest in Educational Robotics are faced with a wide selection of products. Yet, we have not been able to find any review studies on the effect of these products, to guide the institutions to get the most out of their investments. For this review, 29 Educational Robotics products were therefore selected, and eight major databases were searched for effect studies involving these. The search yielded 301 results, of which 17 were selected for synthesizing. The studies and their respective findings are discussed in the review. Unfortunately, there were not enough studies to compare the effect of the products and more research is therefore needed. In addition, the studies methodologies and design have been analyzed, and a series of recommendations for how future experimental/quasi-experimental studies within the field can be design and conducted, have been established.

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