Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/717
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dc.contributor.authorLin, Veronica
dc.contributor.authorBlikstein, Paulo
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:41:08Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:41:08Z-
dc.date.issued2018-07
dc.identifier.citationLin, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1531
dc.identifier.urihttps://repository.isls.org//handle/1/717-
dc.description.abstractProgramming 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleLearning Loops: Affordances and Challenges of Project Bloksen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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