Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4391
Title: Measuring the Computational in Computational Participation: Debugging Interactive Stories in Middle School Computer Science
Authors: Proctor, Chris
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Proctor, C. (2019). Measuring the Computational in Computational Participation: Debugging Interactive Stories in Middle School Computer Science. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 104-111). Lyon, France: International Society of the Learning Sciences.
Abstract: An equitable implementation of K-12 computer science must support inclusive literacy practices, but it must also develop concrete skills. This study analyzes the extent to which a computer science curriculum based on digital storytelling helped students become more effective at debugging. Prior research has developed digital storytelling as a medium for computational participation, but few studies have reported detailed results on growth in computer science skills. Meanwhile, research on debugging has tended not to address sociocultural factors. This study, conducted over four months of a middle-school computer science course using interactive storytelling, analyzed student reading, writing, and debugging practices based on approximately 1000 story edits and user behavior collected from the platform's logs. The results suggest that literacy-based computer science education using digital storytelling can be productive for developing skills such as debugging.
URI: https://doi.dx.org/10.22318/cscl2019.104
https://repository.isls.org//handle/1/4391
Appears in Collections:CSCL 2019

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