Parental Multimodal Revoicing: Guiding Children in Computational Thinking Learning

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 3
  In Roundtable Session: Family Matters: Parental Roles in Shaping Learning, Motivation, and Educational Pathways

Abstract

This case study explores how a mother without a STEM background uses multimodal revoicing strategies to support her children’s computational thinking (CT) learning during a summer camp program with tangible robotics kits. Drawing on interaction analysis of one 64-minute video session, the study highlights how parental revoicing—combining speech, gesture, and material manipulation—bridges instruction, understanding, and engagement in informal family-based CT activities. Findings reveal that revoicing evolves dynamically across different phases of learning, supporting both real-time problem-solving and conceptual understanding, while the effectiveness of scaffolding depends on balancing guidance with children’s autonomy. This research advances understanding of inclusive, responsive approaches to early CT education, emphasizing the collaborative roles of parents and tangible tools in fostering meaningful learning experiences.

Author

• Grace Yaxin Xing, University at Buffalo - SUNY