Exploring an approach based on digital games for teaching programming concepts to young children

Publication date: Available online 3 January 2018 Source:International Journal of Child-Computer Interaction Author(s): Tancicleide Carina Simões Gomes, Taciana Pontual Falcão, Patrícia Cabral de Azevedo Restelli Tedesco The inclusion of programming topics in the initial grades of school gives rise to debates about the best ways to teach these contents. Programmable toys, activities with physical materials and various games are some of the resources available. Amongst those, digital games possess important elements for learning programming, such as incremental challenges, personalised immediate feedback, and visualisation of the consequences of errors. In this work, we explore the results of an experience based on digital games for teaching programming concepts to young children. Our aim was to investigate how such concepts are presented in the games’ interface and what is the impact of the interaction elements on children’s comprehension. This work took place in Informatics classes of a Brazilian school, with 42 students aged 5 to 7 years. Data were collected through participant observation, and semi-structured and unstructured interviews, focusing on the main difficulties faced by the children when interacting with the games. Topics, skills and competences were considered according to the syllabus proposed by Computing at School, and encompassed sequences of instructions, repetition loops and conditionals. Results indicate a satisfactory understanding of sequenc...
Source: International Journal of Child Computer Interaction - Category: Child Development Source Type: research