The use of robotics technology in school is renowned for providing children with opportunities to interact and collaborate in various school subjects, which raises questions of how to design learning activities that include robot technology in education. In this paper we explore how a designerly approach can foster children’s perspective-taking while creatively programming robots, drawing from workshops carried out with three third grade classes of Danish school children, aged 9-10 years old, that interact with robotics. By the use of video recordings and a thematic analysis, the unit of analysis focuses on the activities with a special interest on children’s interactions with the robots and with each other. The results of this study imply that by using a designerly approach with robotics in programming activities, conditions were created for children to engage in interactions and reasoning with each other, where the robots reinforced children’s abilities of perspective-taking.
|Titel||Design, Learning, and Innovation 7th EAI International Conference, DLI 2022|
|Status||Under udarbejdelse - 2023|