Going beyond digital literacy to develop computational thinking in K-12 education

Menon, Divya; Bp, Sowmya; Roméro, Margarida; Viéville, Thierry

doi:10.4324/9780429319501-2

Cited by 10 publications

(13 citation statements)

References 33 publications

(35 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many of the interventions designed for lower-secondary populations aim to increase girls' initial interest in computing (Main and Schimpf 2017;Boston and Cimpian 2018;García-Peñalvo et al 2016;Nash 2017). At the upper-secondary level, many of the interventions are designed to increase computing-related knowledge and confidence (Main and Schimpf 2017;Gürer and Camp 2002;Siiman et al 2014;Milam 2012;Menon et al 2019;Brotman and Moore 2008;Murphy et al 2019;Crick 2017). Both, however, aim at increasing engagement and interest in computing as the key theme.…”

Section: Effective Measures and Strategiesmentioning

confidence: 99%

See 1 more Smart Citation

Effective measures to foster girls’ interest in secondary computer science education

et al. 2020

View full text Add to dashboard Cite

The interest of girls in computing drops early during primary and secondary education, with minimal recovery in later education stages. In combination with the growing shortage of qualified computer science personnel, this is becoming a major issue, and also a target of numerous studies that examine measures, interventions, and strategies to boost girls’ commitment to computing. Yet, the results of existing studies are difficult to navigate, and hence are being very rarely employed in classrooms. In this paper, we summarize the existing body of knowledge on the effective interventions to recruit and retain girls in computer science education, intending to equip educators with a comprehensive and easy-to-navigate map of interventions recommended in the existing literature. To this end, we perform an aggregated umbrella literature review of 11 existing reviews on the topic, together accumulating joined knowledge from over 800 publications, and formulate the findings in a map of 22 concrete interventions structured in six groups according to their phase and purpose.

show abstract

Section: Effective Measures and Strategiesmentioning

confidence: 99%

“…With this, the educators can even start offline (Rec.3.2.) (García-Peñalvo et al 2016;Menon et al 2019), or well designed appealing assignments in visual programming environments (Rec.3.3.) (Siiman et al 2014;Menon et al 2019).…”

Section: Effective Measures and Strategiesmentioning

confidence: 99%

Effective measures to foster girls’ interest in secondary computer science education

et al. 2020

View full text Add to dashboard Cite

show abstract

“…And doing it well is going to be a key to success in almost all future careers." The words of Stephen Wolfram 3 capture the urgency seen in the efforts to introduce CT in educational curricula before high school [1]. At the same time, the potential of robots is increasingly being explored in educational settings across the globe, under the intuition that robots could be an effective tool for advancing CT skills [2], as well as for increasing participants' engagement with the educational activity [3] and collaboration [4], [5].…”

Section: Introductionmentioning

confidence: 99%

“…However, crafting pedagogical designs and robot interventions that *The first two authors contributed equally to this work. 1 Computer-Human Interaction in Learning and Instruction (CHILI) Lab, Swiss Federal Institute of Technology in Lausanne (EPFL), Switzerland 2 MOBOTS group within the Biorobotics Laboratory (BioRob), Swiss Federal Institute of Technology in Lausanne (EPFL), Switzerland…”

Section: Introductionmentioning

confidence: 99%

When Positive Perception of the Robot Has No Effect on Learning

Nasir

Dillenbourg

Norman

et al. 2020

2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN)

View full text Add to dashboard Cite

Humanoid robots, with a focus on personalised social behaviours, are increasingly being deployed in educational settings to support learning. However, crafting pedagogical HRI designs and robot interventions that have a real, positive impact on participants' learning, as well as effectively measuring such impact, is still an open challenge. As a first effort in tackling the issue, in this paper we propose a novel robotmediated, collaborative problem solving activity for schoolchildren, called JUSThink, aiming at improving their computational thinking skills. JUSThink will serve as a baseline and reference for investigating how the robot's behaviour can influence the engagement of the children with the activity, as well as their collaboration and mutual understanding while working on it. To this end, this first iteration aims at investigating (i) participants' engagement with the activity (Intrinsic Motivation Inventory-IMI), their mutual understanding (IMIlike) and perception of the robot (Godspeed Questionnaire); (ii) participants' performance during the activity, using several performance and learning metrics. We carried out an extensive user-study in two international schools in Switzerland, in which around 100 children participated in pairs in one-hour long interactions with the activity. Surprisingly, we observe that while a teams' performance significantly affects how team members evaluate their competence, mutual understanding and task engagement, it does not affect their perception of the robot and its helpfulness, a fact which highlights the need for baseline studies and multi-dimensional evaluation metrics when assessing the impact of robots in educational activities. Keywords-educational robotics; collaborative problem solving; computational thinking; engagement; mutual modelling; robot perception, human-robot interaction. TABLE I: Pipeline of the JUSThink activity Stage What are the participants supposed to do? What does the robot do? Level Duration Welcome Enter their name, age and gender on the screen Welcome the participants, ask them for personal details individual 2 min

show abstract

“…Her ideas led to a flood of experiments and case studies exploring the ways and methods these important skills are currently taught, ranging from young kids [4] to adult lifelong learners [5]. Experiments are conducted inside formal school settings, as well as makerspaces and after school events, all around the world [6].…”

Section: Introductionmentioning

confidence: 99%

The Missing Link to Computational Thinking

Pollak

Ebner

2019

Future Internet

View full text Add to dashboard Cite

After a lengthy debate within the scientific community about what constitutes the problem solving approach of computational thinking (CT), the focus shifted to enable the integration of CT within compulsory education. This publication strives to focus the discussion and enable future research in an educational setting with a strong focus on the Austrian circumstances and the goal to allow wide international adoption later on. Methodically, a literature review was conducted to gain knowledge about the current strands of research and a meta study to show the diversity of proposed and materialized studies. Three main questions were answered, establishing that CT as an idea is rooted in scientific literature dating back to the 1980s and grew in popularity after Wing introduced the concept to a broader audience. A number of authors contributed to the current state of the field, with the most cited review coming from Grover and Pea. The challenge to integrate CT in curricula around the world was met by many experiments and case studies but without a conclusive framework as of yet. Ultimately, this paper determines that expert integration is a blank spot in the literature and aims to create a strong, inclusive path to CT education by inviting practitioners.

show abstract

Going beyond digital literacy to develop computational thinking in K-12 education

Cited by 10 publications

References 33 publications

Effective measures to foster girls’ interest in secondary computer science education

Effective measures to foster girls’ interest in secondary computer science education

When Positive Perception of the Robot Has No Effect on Learning

The Missing Link to Computational Thinking

Contact Info

Product

Resources

About