Collaborative Flow with Tangible Coding Toys in Early Elementary

• In Event: Technology-enhanced Learning in K-12 STEM Education

Abstract

This study utilizes gesture analysis through a theoretical lens of flow theory and collaborative flow to examine moment-by-moment interactions of three first-grade students working collaboratively with two coding toys. In contrast to existing research examining an individual’s flow state using non-observable data, this study provides a means of examining a group’s collective flow through observable words and gestures. Moreover, this study reveals key affordances of tangible coding toys that allow students to engage in the problem-solving coding process in ways that are interweaving and mutually productive. The findings of this study hold implications for the future development and use of coding toys in early elementary classrooms that promote collaboration and states of collaborative flow.

Authors

• Camille Lund, Utah State University

• Jessica F. Shumway, Utah State University

• Jody E. Clarke-Midura, Utah State University

• Deborah Silvis, SUNY - College at Cortland

• Boram Lee, Utah State University

• Anahita Ashineh, Utah State University

• Asmaa Yazidi Alaoui, Utah State University