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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
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Item Engaging Primary School Children in Computational Thinking: Designing and Developing Videogames(Ediciones Universidad de Salamanca, 2018-06-30) Chiazzese, G.; Fulantelli, G.; Pipitone, V.; Taibi, D.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.Item Promoting computational thinking and creativeness in primary school children(ACM, 2017-10-18) Chiazzese, G.; Fulantelli, G.; Pipitone, V.; Taibi, D.This paper presents the preliminary results of the project “Computational Thinking for children education“, aimed at promoting computational thinking, creativity and learning amongst primary school children. The didactic activities of the project focus on computer programming and, in particular, the development of video games. The paper introduces also a teaching model based on narrative learning where the screenplay of the game has a key role. A preliminary analysis of the project results highlights how children’s perception of computer programming is influenced by practical coding sessions; furthermore, these results suggest that some individual features (e.g. gender; math and language competencies), and the socio-economics familiar context can significantly impact on development of computational thinking skills.