This paper contributes to the contemporary debate on the increasing use of computational thinking (CT) in primary schools. It is based on an empirical study in which 28 Swedish third-grade school children (9-10 years of age) participated in a creative workshop where they were challenged to design a digital game using stop-motion film technique, working in groups. The study applies a designerly approach to game design activities to investigate what aspects of computational skills can be identified when children employ stop motion filmmaking as a means to envision a digital game design idea and how a designerly approach can enable them to enact dimensions of their computational skills? The data included video observations, casual conversations, and stop-motion videos representing the children’s game design ideas. The analysis identified three aspects of computational thinking strategies while children produced stop-motion films: step-by-step procedural skills; design and arrangement skills; and computational perspectives.
|Titel||Proceedings of the Interaction Design and Children Conference, IDC 2020|
|Forlag||Association for Computing Machinery|
|Status||Udgivet - 2020|
|Begivenhed||The ACM Interaction Design and Children (IDC) Conference 2020: Designing for the Future - Virtual London, London, Storbritannien|
Varighed: 17 jun. 2020 → 24 jun. 2020
|Konference||The ACM Interaction Design and Children (IDC) Conference 2020|
|Periode||17/06/2020 → 24/06/2020|