Journal article
Preschool children, robots, and computational thinking: A systematic review
International Journal of Child-Computer Interaction, Vol.29, p.100337
09/2021
DOI: 10.1016/j.ijcci.2021.100337
Abstract
We conducted a systematic review of empirical studies aimed at exploring robot-mediated activities to promote the development of computational thinking in preschoolers. In this study, we investigated the robots used, proposed activities, and evaluation processes. We also analyzed research contexts and the stated motivations to conduct the studies. Our review identified characteristics of the robots, such as input and output interfaces, cost, and availability. We also categorized activities considering context, modality of work, type of activities, duration, adults’ role, scaffolding, unplugged activities, explicit debugging, communication and sharing instances, and teaching knowledge from other domains. We analyzed the computational thinking evaluation process looking at types of assessments, asset concepts, and research design. This paper presents a comprehensive overview of existing research, identifies existing gaps, and provides recommendations for future studies.
Details
- Title: Subtitle
- Preschool children, robots, and computational thinking: A systematic review
- Creators
- Ewelina Bakala - Universidad de la RepúblicaAnaclara Gerosa - Universidad de la RepúblicaJuan Pablo Hourcade - University of IowaGonzalo Tejera - Universidad de la República
- Resource Type
- Journal article
- Publication Details
- International Journal of Child-Computer Interaction, Vol.29, p.100337
- Publisher
- Elsevier B.V
- DOI
- 10.1016/j.ijcci.2021.100337
- ISSN
- 2212-8689
- Language
- English
- Date published
- 09/2021
- Academic Unit
- Nursing; Computer Science
- Record Identifier
- 9984259495302771
Metrics
27 Record Views