The causes of difficulty in children’s creation of informal programs

Bucciarelli, Monica; Mackiewicz, Robert; Khemlani, Sangeet; Johnson‐Laird, P. N.

doi:10.1016/j.ijcci.2021.100443

Cited by 5 publications

(2 citation statements)

References 19 publications

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“…Learning how to program at an early age seems to have multiple benefits such as the development of computational thinking [9,10] and other cognitive skills [11,12]. However, it is still a young research topic that needs more studies to find out which methodologies and technologies could be used, given the lack of children's abstract thinking abilities and the complexity of the concepts to be taught [13,14].…”

Section: Introductionmentioning

confidence: 99%

A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary Education

Pérez-Marín,

Hijón-Neira,

Pizarro

2024

Computers

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Pedagogic Conversational Agents (PCAs) are interactive systems that engage the student in a dialogue to teach some domain. They can have the roles of a teacher, student, or companion, and adopt several shapes. In our previous work, a significant increase of students’ performance when learning programming was found when using PCAs in the teacher role. However, it is not common to find PCAs used in classrooms. In this paper, it is explored whether pre-service teachers would accept PCAs to teach programming better if they were co-designed with them. Pre-service teachers are chosen because they are still in training, so they can be taught what PCAs are and how this technology could be helpful. Moreover, pre-service teachers can choose whether they integrate PCAs in the teaching activities that they carry out as part of their degree’s course. An experiment with 35 pre-service primary education teachers was carried out during the 2021/2022 academic year to co-design a robotic PCA to teach programming. The experience validates the idea that involving pre-service teachers in the design of a PCA facilitates their involvement to integrate this technology in their classrooms. In total, 97% of the pre-service teachers that stated in a survey that they believed robot PCA could help children to learn programming, and 80% answered that they would like to use them in their classrooms.

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Section: Introductionmentioning

confidence: 99%

A First Approach to Co-Design a Multimodal Pedagogic Conversational Agent with Pre-Service Teachers to Teach Programming in Primary Education

Pérez-Marín,

Hijón-Neira,

Pizarro

2024

Computers

View full text Add to dashboard Cite

show abstract

“…Learning how to program at early age seems to have multiple benefits such as the development of Computational Thinking [9][10] and other cognitive skills [11][12]. However, it is still a young research topic which needs more studies to find out which methodologies and technologies could be used given the lack of abstraction of the children and the complexity of the concepts to be taught [13][14].…”

Section: Introductionmentioning

confidence: 99%

A First Approach to Co-design with Pre-service Teachers a Multimodal Pedagogic Conversational Agent to Teach Programming in Primary Education

Pérez-Marín,

Hijón-Neira,

Pizarro

2023

Preprint

View full text Add to dashboard Cite

Pedagogic Conversational Agents (PCAs) are interactive systems that engage the student in a dialogue to teach some domain. They can have the role of teacher, student, or companion, and adopt several shapes. In our previous work, a significant increase of students’ performance when learning programming was found when using PCAs in the teacher role. However, it is not common to find PCAs used in the classrooms. In this paper, it is explored whether teachers would accept PCAs to teach programming better if co-designed with them. An experiment with 35 pre-service Primary Education teachers was carried out during the 2021/2022 academic year to co-design a robotic PCA to teach programming. The experience validates the idea that involving the teachers in the design of the PCA facilitates that they integrate this technology in their classrooms. 97% of the pre-service teachers answered in a survey that they believed that the robot PCA could help children to learn programming and 80% answered that they would like to use them in their classrooms.

show abstract