Exploring children's learning experience in constructionism-based coding activities through design-based research

Papavlasopoulou, Sofia; Giannakos, Michail N.; Jaccheri, Letizia

doi:10.1016/j.chb.2019.01.008

Cited by 112 publications

(59 citation statements)

References 36 publications

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“…In line with the approach adopted in prior design-based research (Koivisto et al 2018;Papavlasopoulou et al 2019) some of the reported results are illustrated by verbatim quotes from participants whilst other findings are drawn from researchers observations across multiple iterations and are therefore not illustrated with quotes.…”

Section: Discussionmentioning

confidence: 99%

Understanding and developing procedures for video-based assessment in medical education

et al. 2020

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Introduction: Novel uses of video aim to enhance assessment in health-professionals education. Whilst these uses presume equivalence between video and live scoring, some research suggests that poorly understood variations could challenge validity. We aimed to understand examiners' and students' interaction with video whilst developing procedures to promote its optimal use. Methods: Using design-based research we developed theory and procedures for video use in assessment, iteratively adapting conditions across simulated OSCE stations. We explored examiners' and students' perceptions using think-aloud, interviews and focus group. Data were analysed using constructivist grounded-theory methods. Results: Video-based assessment produced detachment and reduced volitional control for examiners. Examiners ability to make valid video-based judgements was mediated by the interaction of station content and specifically selected filming parameters. Examiners displayed several judgemental tendencies which helped them manage videos' limitations but could also bias judgements in some circumstances. Students rarely found carefully-placed cameras intrusive and considered filming acceptable if adequately justified. Discussion: Successful use of video-based assessment relies on balancing the need to ensure station-specific information adequacy; avoiding disruptive intrusion; and the degree of justification provided by video's educational purpose. Video has the potential to enhance assessment validity and students' learning when an appropriate balance is achieved.

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Section: Discussionmentioning

confidence: 99%

Understanding and developing procedures for video-based assessment in medical education

et al. 2020

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“…Social constructionism is also valuable to enhance the social setting [52]. Children can become the producers of their programs in their cultural historical social context by interacting with other children and taking their emotions into account [17].…”

Section: B Theoretical Frameworkmentioning

confidence: 99%

“…There is a relationship between the feelings of the children and how they can code. Therefore, emotions should be taken into account when teaching programming [17].…”

Section: Introductionmentioning

confidence: 99%

Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional Learning Companion?

Morales-Urrutia

Ocaña²,

Pérez‐Marín

et al. 2021

IEEE Access

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“…A. TEACHING PROGRAMMING Pioneered by Papert [12], teaching programming to children had received a great deal of attention during the 1980s and beginning of the 1990s [19]. However, by the late 1990s and early 2000s interest diminished.…”

Section: Related Workmentioning

confidence: 99%

Can a Learning Companion Be Used to Continue Teaching Programming to Children Even During the COVID-19 Pandemic?

et al. 2020

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Learning how to program in Primary Education has attracted significant research in recent years. It is unclear though how programming environments and languages should be adapted to children to achieve better learning and use, but one trend seems to be the use of Scratch. The question in this paper is what programming environment can be used to continue teaching programming to children who have already been taught Scratch for years. This paper's proposal is that students aged between 10 and 12 can benefit from interacting with a friendly learning companion using p-code such as Alcody. The hypothesis is that students (aged between 10 and 12) with a knowledge of Scratch will be able to significantly improve their scores by using a learning companion to teach them how to program even during the COVID-19 pandemic. To check the hypothesis, an experiment was carried out during the 2019/2020 academic year with 137 students in Ecuador. A significant improvement in the scores of the students was recorded together with high satisfaction.

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Exploring children's learning experience in constructionism-based coding activities through design-based research

Cited by 112 publications

References 36 publications

Understanding and developing procedures for video-based assessment in medical education

Understanding and developing procedures for video-based assessment in medical education

Can Mindfulness Help Primary Education Students to Learn How to Program With an Emotional Learning Companion?

Can a Learning Companion Be Used to Continue Teaching Programming to Children Even During the COVID-19 Pandemic?

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