Analyzing children’s computational thinking through embodied interaction with technology: a multimodal perspective

Educational Robotics for Developing Computational Thinking in Young Learners: A Systematic Review

“…Among the 22 studies, 18 studies (82%) took place in formal education settings, including pre-kindergarten to elementary school classrooms (i.e., Angeli & Valanides, 2020;Bers et al, 2014Bers et al, , 2019Cherniak et al, 2019;Chevalier et al, 2020;Chiazzese et al, 2019;Fanchamps et al, 2021;García-Valcárcel-Muñoz-Repiso & Caballero-González, 2019;Hsiao et al, 2022;Kazakoff & Bers, 2012;Kopcha et al, 2021;Moore et al, 2020;Nam et al, 2019;Noh & Lee, 2020;Sáez-López et al, 2019;Shen et al, 2022;Taylor & Baek, 2019). Four studies took place in informal education settings, such as summer camps/programs and after-school programs (i.e., Luo et al, 2020;Newton et al, 2020;Pugnali et al, 2017).…”

“…Table 2 below shows the durations of the robotics curriculum activities in the reviewed studies. Three studies were not included in Table 2 due to unclear descriptions of their curriculum activity durations (i.e., Kopcha et al, 2021;Noh & Lee, 2020;Sáez-López et al, 2019).…”

“…The reviewed studies as a collection examined a range of learning and instructional approaches to develop CT through robotics in young leaners, with collaborative learning, project-based learning (PBL), and embodied learning being the three most frequently adopted approaches. Noticeably, recognizing the benefits and importance of collaboration, 15 studies adopted group work or incorporated collaborative strategies in the robotics activities for CT development with various levels of elaboration and justification on the use of the instructional approaches (i.e., Angeli & Valanides, 2020;Bers et al, 2019;Cherniak et al, 2019;Chevalier et al, 2020;Chiazzese et al, 2019;Fanchamps et al, 2021;García-Valcárcel-Muñoz-Repiso & Caballero-González, 2019;Kopcha et al, 2021;Moore et al, 2020;Nam et al, 2019;Newton et al, 2020;Noh & Lee, 2020;Pugnali et al, 2017;Taylor & Baek, 2019). For example, Chevalier et al (2020) grouped 3 rd and 4 th graders into small groups of two to three students to undertake the robot lawnmower mission.…”

Embodied design: A framework for teaching practices focused on the early development of computational thinking

“…Programming is abstract and difficult to grasp directly. It is necessary to use various forms, including life experience, to convey ideas during the teaching process [27,37]. Learners at different cognitive levels need different life experiences or ideas to understand the content of computational thinking.…”

Networked Learning in 2021: A Community Definition

“…Do technologies enhance learning, mediate learning or do they interfere radically in learning? If we aim at considering technologies not merely as neutral tools (Feenberg 2003;Heinsfeld and Pischetola 2019), but as agentic matter (Haraway 1991) embedded with values (Selwyn et al 2019), we need not only to acknowledge their active role in learning but explore how interactions with technologies (Kopcha et al 2020) entail a different quality of value, material texture, information, aesthetics, conviviality, and environment to which we couple our bodies and brains in a relational designed NL practice. In other words, we ask: how is learning taking place in the network and with the network?…”