The Impact of User Interface on Young Children's Computational Thinking

Autor/inn/en	Pugnali, Alex; Sullivan, Amanda; Bers, Marina Umaschi
Titel	The Impact of User Interface on Young Children's Computational Thinking
Quelle	In: Journal of Information Technology Education: Innovations in Practice, 16 (2017), S.171-193 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-3151
Schlagwörter	Young Children; Computer Interfaces; Interpersonal Relationship; Concept Teaching; Programming; Computer Graphics; Robotics; Handheld Devices; Mixed Methods Research; Learning Experience; Early Childhood Education; Influence of Technology; Performance Factors; Design Preferences; Thinking Skills; Achievement Gains; Summer Science Programs; Technological Literacy; Problem Solving; Teaching Methods; Educational Practices; Technology Uses in Education; Massachusetts + Suchen Sie Ihr Suchwort? Frühe Kindheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Programmierung; Computergrafik; Robotertechnik; Lernerfahrung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Leistungsindikator; Design requirements; Gestaltungsmittel; Denkfähigkeit; Achievement gain; Leistungssteigerung; Technisches Wissen; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Master-Studiengang
Abstract	Aim/Purpose: Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This paper examines the role that user interfaces have on children's mastery of computational thinking concepts and positive interpersonal behaviors. Background: There is a growing pressure to begin teaching computational thinking at a young age. This study explores the affordances of two very different programming interfaces for teaching computational thinking: a graphical coding application on the iPad (ScratchJr) and tangible programmable robotics kit (KIBO). Methodology: This study used a mixed-method approach to explore the learning experiences that young children have with tangible and graphical coding interfaces. A sample of children ages four to seven (N = 28) participated. Findings: Results suggest that type of user interface does have an impact on children's learning, but is only one of many factors that affect positive academic and socio-emotional experiences. Tangible and graphical interfaces each have qualities that foster different types of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01