Este artículo presenta los resultados de un proyecto sobre Pensamiento Computacional en niños de primaria. Durante el proyecto, llamado Computational Thinking for children education, 81 estudiantes de una escuela primaria en Italia se han orientado al diseño y desarrollo de juegos de computadora a través de la plataforma de desarrollo de juegos Microsoft Kodu. Se han propuesto diferentes actividades a los niños con el objetivo de promover habilidades de Pensamiento Computacional. Se ha adoptado un enfoque narrativo a lo largo del proyecto. Los resultados preliminares de la experiencia educativa resaltan que la adopción del aprendizaje narrativo y la reproducción física de objetos de programación manipulativos proporcionan una oportunidad para el desarrollo de habilidades de Pensamiento Computacional. Además, la constancia durante el proceso de aprendizaje afecta la adquisición de habilidades de desarrollo del juego; finalmente, el diseño e implementación de juegos de computadora usando Kodu ha tenido una influencia positiva significativa en la percepción de la programación de computadoras.
This paper presents the results of a project on Computational Thinking education for primary school pupils. During the project - called Computational Thinking for children education - 81 students from a primary school in Italy have been guided to the design and development of computer games through the Microsoft Kodu game development platform. Different activities have been proposed to the pupils with the aim of promoting Computational Thinking abilities and skills. A narrative approach has been adopted throughout the project. Preliminary results of the educational experience highlight as the adoption of narrative learning and physical reproduction of manipulative programming objects provide an affordance for the development of Computational Thinking abilities. Furthermore, constancy during the learning process affects the acquisition of game development skills; finally, the design and implementation of computer games using Kodu have had a significant positive influence on the perception of computer programming.
Engaging Primary School Children in Computational Thinking: Designing and Developing Videogames
Giuseppe Chiazzese;Giovanni Fulantelli;Vito Pipitone;Davide Taibi
2018
Abstract
This paper presents the results of a project on Computational Thinking education for primary school pupils. During the project - called Computational Thinking for children education - 81 students from a primary school in Italy have been guided to the design and development of computer games through the Microsoft Kodu game development platform. Different activities have been proposed to the pupils with the aim of promoting Computational Thinking abilities and skills. A narrative approach has been adopted throughout the project. Preliminary results of the educational experience highlight as the adoption of narrative learning and physical reproduction of manipulative programming objects provide an affordance for the development of Computational Thinking abilities. Furthermore, constancy during the learning process affects the acquisition of game development skills; finally, the design and implementation of computer games using Kodu have had a significant positive influence on the perception of computer programming.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
