Prior Experience of Students, Teachers, or Both? Impacts on Affective Factors for Physical Computing

Abstract

To expand equitable participation in physical computing, we report on an exploratory study for an in-school-time automated-greenhouse project with 8th-grade youth in an urban- ring city of the Northeast US. From pre- and post-surveys, observations, and mid- and post- interviews, we analyzed five affective factors, relative to prior experience of both students and teachers, as well as student race/ethnicity. Our findings have implications for educational design and ensuring that repeated experiences in physical computing improve affective outcomes.