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|Title:||Learning Loops: Affordances and Challenges of Project Bloks|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Lin, V. & Blikstein, P. (2018). Learning Loops: Affordances and Challenges of Project Bloks. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||Programming for young children has gained significant traction in recent years. Although many learning tools have been created toward this end, research has focused primarily on older children, and few studies have documented young children’s learning processes and difficulties during programming activities. Through task-based studies with first-grade children, we examine the design affordances of a tangible user interface, Project Bloks. For the scope of this paper, we focus on two coding puzzles where children engage with loops. Our findings reveal that the design affordances of the system are conducive to the learning of loops, and highlight some difficulties that children encounter with loops. We discuss the implications of these preliminary results for designers and educators, and propose ideas for future work.|
|Appears in Collections:||ICLS 2018|
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