Teaching Computational Thinking with Kniwwelino: Exploratory Field Study in School Settings
Authors
Schwartz L., Maquil V., Johannsen L., Moll C.
Reference
32e Conference Internationale Francophone sur l'Interaction Homme-Machine, IHM 2021 - Actes de la Conference, art. no. 6, 2021
Description
We are presenting the results of a study carried out with six primary and secondary schools in Luxembourg, pilots in introducing the Kniwwwelino Classroom kit (KCK) in their teaching of programming and computational thinking to children. The aim of the study was to explore: (1) how teachers appropriate this kind of tool for teaching computational thinking and programming, (2) whether the KCK is suitable for this purpose, and (3) the user experience of the KCK. To these ends, we used several data collection tools through a mainly qualitative exploratory approach: semi-guided interviews, diaries and several questionnaires. We have learned that: (1) the KCK is versatile enough to adapt to different environments, objectives and pedagogical approaches and thus offers a great deal of freedom to teachers, (2) the playful and tangible approach of the KCK seems more adapted to introducing programming and enables pupils to develop problem-solving, collaboration and creativity skills, and (3) if the user experience has been positive for both teachers and students, this first KCK prototype is still addressing intermediate computer-skilled teachers.
