Using Embodied Instruction and Programming Language Formats in Young Children's Debugging Activities

• In Event: Embodiment and Spatialization: Leveraging the Affordances of Learning Technologies

Abstract

The study focuses on the debugging practice in children’s programming learning, one of the core computational thinking skills, and evaluated the effect of embodied activity and the use of different formats of languages used during unplugged debugging activity (narrative vs. coding language). In order to evaluate effective programming learning environment for children, the study examined the learning and impact of debugging practices toward cognitive skills and self-efficacy. Participants were asked to debug given coding scripts with errors on the paper, and to perform revised code through different degrees of embodiment and programming language types. The results suggested that low embodiment group simulating a paper character following the revised code developed debugging strategies and higher attitude towards belief of one’s competences.

Authors

• Junghyun Ahn, Teachers College, Columbia University

• Woonhee Sung, Teachers College, Columbia University

• John B. Black, Teachers College, Columbia University