The DOI matches its Crossref record; 19 of the 21 references it cites were found in a registry or an index; none of the 25 sources its claims cite is checked for support yet.
Teaching children digital literacy through design-based learning with digital toolkits in schools
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25 Own interpretation · 11 Sources not found · 10 Own result · 6 No full text of the sources · 4 No basis given · 3 Not checked yet · 3 Own method
In the paper
“Based on our experience with design-based learning for industrial design students at the University of Technology, where we apply the Reflective Transformative Design Process (RTDP, Hummels and Frens [11]), the activity of reflection forms an important part of the learning process.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2. The Reflective Design-based Learning (RDBL) framework: overview and grounding in literature
What the sources say
- Not matchedcites Hummels and Frens [11] 11. C.C.M. Hummels, J.W. Frens, Designing for the unknown : a design process for the future generation of highly interactive systems and products, in: Proceedings of the 10th International Conference on Engineering and Product Design Education, Ideo 2015, Definition of design thinking; Retrieved April 2015, 2008, pp. 204-209. http://www.ideo.com/about/.
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In the paper
“Examining the worksheets used in the usability test showed that the worksheets support children in reflecting at different levels, e.g. about more simple or more complex issues.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 5.2. Insights on teaching design thinking through design-based learning at school
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“During a number of stakeholder workshops, we noticed that even though most involved stakeholders were enthusiastic about design-based learning, many were hesitant about its suitability in schools, because it is often unclear which particular learning goals (usually set by the government) are targeted.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.4. Learning goals and assessment (dimension C in Fig. 1)
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“It was observed in the usability test that making a link to an appealing context and environment and building up how to think about it helped children go through the process more smoothly.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 5.2. Insights on teaching design thinking through design-based learning at school
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“The Led, for example, can only be connected in one way, leaving little room for tinkering.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 5.1. Insights on teaching digital literacy using digital toolkits at school
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“During the course of the work we uncovered specific properties of the context that lead to design challenges for a RDBL approach for primary and secondary education.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 3.1. First and second design explorations of creating integrated design-based learning activities with focus on design of digital toolkit
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In the paper
“Different from engineering design challenges, such as often used in DBL activities in engineering departments (e.g.[10]), the RDBL approach focuses on more open-ended design problems.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.2. The elements of a design process (dimension A in Fig. 1)
What the sources say
- Not checked — no full text of the sourcecites [10] 10. S.M. Gómez Puente, M.van Eijck, W. Jochems, Professional development for design-based learning in engineering education: a case study, vol. 40, no. 1, 2015. source
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“Firstly, our cases explored only fairly short design-based activities.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 6. Discussion
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“Additionally, we concluded that children need support for reflection (item B) in different formats for the various phases of the design process (item A).”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 5.2. Insights on teaching design thinking through design-based learning at school
plain- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Based on a research through design approach, in which we analysed the process and outcome of three design explorations, we have developed a basic framework, called RDBL, for describing important elements to consider when implementing design thinking and digital literacy through a design-based learning approach in primary and secondary education.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 7. Conclusions
plain- Asserted: passes — The authors put it forward as true.
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- Probably not a substantial claim. 40
- It may state two separate claims as one. 21
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These sessions made us realize that design-based learning in the classroom can only be successful when integrating various criteria coherently into the entire process.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.1. The Reflective Design-based Learning framework
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“Applying this approach over the last 10 years, we have experienced it supports the development of various 21st century skills; next to digital literacy the approach also enhances collaboration, problem solving, creativity and critical thinking.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 1. Introduction
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Arduino is more modular, but more difficult to use to quickly create a conceptual design.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 5.1. Insights on teaching digital literacy using digital toolkits at school
plaincorrelational- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The manner in which support for learning is provided differs: at primary school there is more structure and more classactivities, while in secondary school we see a shift to selfdirected learning.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 7.1. A framework for RDBL for primary and secondary education
plaincorrelational- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Subsequently, working together had them practice discussion about design considerations and negotiating about contributions from all children.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 5.2. Insights on teaching design thinking through design-based learning at school
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“littleBits supports creating conceptual designs in a short amount of time, and also teaches some aspects of digital literacy, linked to learning goals of Science and Technology.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 5.1. Insights on teaching digital literacy using digital toolkits at school
plaincorrelational- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In fact, designbased learning usually targets a number of learning goals at the same time, for example a group working on designing an energyawareness lamp might learn about energy usage and properties of light, while at the same time improving meta-level skills such as collaboration and problem-solving.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.4. Learning goals and assessment (dimension C in Fig. 1)
plaincorrelational- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the usability tests with children it was observed children were challenged both on the conceptual design level and in learning about lower level topics.”
- Also stated in: § 5.1. Insights on teaching digital literacy using digital toolkits at school · plain
“This was also observed by the teacher in the third usability test.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 5.1. Insights on teaching digital literacy using digital toolkits at school
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Also stated in: § 5.1. Insights on teaching digital literacy using digital toolkits at school · plain
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Makey Makey is less modular, e.g. it only has one input sensor to link to concepts of learning goals.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 5.1. Insights on teaching digital literacy using digital toolkits at school
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“More structure is needed for younger pupils, at least at first, to guide them through the design process.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2. The Reflective Design-based Learning (RDBL) framework: overview and grounding in literature
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This led to the development of the RDBL framework (see Fig. 1), aimed to outline the complex web of stakeholders and criteria that need to be considered for design-based learning in the classroom, particularly when using technology tools such as electronics toolkits, programming environments and digital fabrication techniques.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.1. The Reflective Design-based Learning framework
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
In the paper
“In this section we lay out the motivation for the Reflective Design-based Learning (RDBL) framework, which extends the existing Design-based Learning (DBL) model presented by Gomez et al. [9] by adding a specific Reflective learning component (The 'R' in RDBL) and more attention to the digital properties of the learning environment.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2. The Reflective Design-based Learning (RDBL) framework: overview and grounding in literature
What the sources say
- Not matchedcites Gomez et al. [9] 9. S.M. Gómez Puente, M.W. Eijck, W.M.G. van & Jochems, Empirical validation of characteristics of design-based learning in higher education, Int. J. Eng. Educ. 29 (2) (2013) 491-503.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“This is in line with the assumption that design processes are not so much rational problem solving processes [12], but rather reflection-on-action processes, as described by Schön [13].”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2. The Reflective Design-based Learning (RDBL) framework: overview and grounding in literature
What the sources say
- Not matchedcites [12] 12. H.A. Simon, The Sciences of the Artificial, MIT Press, Cambridge, MA, 1969.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Schön [13] 13. D.A. Schön, The Reflective Practitioner, Basic Books, New York, 1983.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, good support needs to be provided about how to plan, manage and assess the progress in design-based learning processes for teachers.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 7.2. Challenges in applying design-based learning using digital toolkits at school
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“RDBL can be applied to understand the relationships between the various requirements and can be used to create and evaluate solutions for a school context.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 1. Introduction
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds. It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“In DBL processes, traditional forms of teaching (such as wholeclass instructions) form only a minor part of the teacher's tasks.The major role of the teacher in DBL is to 'coach' [18] the student by scaffolding the process, asking questions [9], inspiring the student, guiding reflection [18].”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.6. Teacher's and children's role (dimension E in Fig. 1)
What the sources say
- Not checked — no full text of the sourcecites [18] 18. J.L. Kolodner, Learning by design TM : Iterations of design challenges for better learning of science skills, Jpn. Bull. Cognit. Sci. (2002). source
- Not checked — no full text of the sourcecites [9] 9. S.M. Gómez Puente, M.W. Eijck, W.M.G. van & Jochems, Empirical validation of characteristics of design-based learning in higher education, Int. J. Eng. Educ. 29 (2) (2013) 491-503.
plain- Asserted: passes — The authors put it forward as true.
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- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“By combining digital literacy skills with design-based learning activities, we can also address teaching children to be critical about how and when to apply digital solutions.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.4. Learning goals and assessment (dimension C in Fig. 1)
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Blikstein [25] describes that what you show and expose in a digital toolkit influences where the learning challenges are.This is called selective exposure and is related to Resnick and Silverman's [22] suggestion to choose your building blocks (or black boxes) carefully.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.6. Teacher's and children's role (dimension E in Fig. 1)
What the sources say
- Not matchedcites Blikstein [25]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Resnick and Silverman's [22]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The digital toolkits need to support learning goals at different levels to appeal to children with different motivations for learning about technology.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 7.2. Challenges in applying design-based learning using digital toolkits at school
plaindirect- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
- Rests on an assumption: Children have different motivations for learning about technology.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“While existing platforms such as LittleBits and Makey Makey provide support for sharing lessons, it is difficult for teachers and schools to get started and plan a process for how to adopt and integrate an extensive RDBL approach in schools.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 6. Discussion
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“As an additional factor that may specifically apply to a younger target group, Resnick and Silverman [22] illustrate how the design brief should be appealing and meaningful for the child.”
- Also stated in: § 2.5. Design brief and project characteristics (dimension D in Fig. 1) · plain
“Also, children should be able to understand the context of the design challenge and the importance of finding a solution [23].It should provide diverse opportunities in terms of learning goals and should have the right balance between being open, but still providing some scoping and direction [23].”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.5. Design brief and project characteristics (dimension D in Fig. 1)
What the sources say
- Not matchedcites Resnick and Silverman [22]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites [23] 23. M. Resnick, B. Silverman, Some reflections on designing construction kits for kids, in: Proceedings of Interaction Design and Children Conference, ACM, Boulder, CO, New York, NY, USA, 2005, pp. 117-122. source
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Also stated in: § 2.5. Design brief and project characteristics (dimension D in Fig. 1) · plain
In the paper
“As described by Gomez et al. [9], design briefs in higher education usually deliberately describe ill-defined problems, to which there can be numerous solutions.This enhances creativity and problem-solving skills.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.5. Design brief and project characteristics (dimension D in Fig. 1)
What the sources say
- Not matchedcites Gomez et al. [9] 9. S.M. Gómez Puente, M.W. Eijck, W.M.G. van & Jochems, Empirical validation of characteristics of design-based learning in higher education, Int. J. Eng. Educ. 29 (2) (2013) 491-503.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“Pupils can be interested in technology for different reasons, e.g. they might be fundamentally interested or have a careeroriented or human-oriented interest [5].”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.6. Teacher's and children's role (dimension E in Fig. 1)
What the sources say
- Not checked yetcites [5] 5. Youngworks Motivaction, BètaMentality 2011-2016 Jongeren boeien voor bèta en techniek, BetaMentality 2011-2016 Getting children interested in science and technology, November 2010.
hedged- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“This practice is also common in other approaches.For example, in Kolodner's [18] learning-by-design approach, learners create design diaries to reflect on their learning activities, and use whiteboarding to collectively reflect on the progress and key learning insights of a group of learners.Similar to RTDP, Stables and Kimbell [19] describe the learning process as switching between 'imagining and”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.3. Collaborative learning and reflection process (dimension B in Fig. 1)
What the sources say
- Not matchedcites Kolodner's [18] 18. J.L. Kolodner, Learning by design TM : Iterations of design challenges for better learning of science skills, Jpn. Bull. Cognit. Sci. (2002).
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Stables and Kimbell [19] 19. K. Stables, R. Kimbell, Evidence through the looking glass: developing performance and assessing capability, in: 13th International Conference on Thinking: Curious Minds Think and Learn by Exploring the Unknown, Norrköping, Sweden, June 17-21, 2007.
plain- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In a reflective design-based learning approach with the right tools and materials, children of these different categories can all find an angle that fits their interest.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.6. Teacher's and children's role (dimension E in Fig. 1)
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Through our explorations we furthermore found that it is also important to support teachers in creating design challenges that are related to school related learning goals and in creating learning activities related to the steps of the design process and the level of design thinking of the children.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 6. Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The complexity of the design problem, and thus the design thinking skills practised need to be adjusted to the appropriate level.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 7.1. A framework for RDBL for primary and secondary education
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In summary, the reflective design process is an iterative process that combines learning with designing, that follows steps that support diverging and converging and getting an understanding of the context of use, and that examines open-ended design problems that require coming up with a good combination of a product with specific working principles that has value for the user.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.2. The elements of a design process (dimension A in Fig. 1)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, in our design research exploration, our view might have been subject to bias: Many of the stakeholders involved were already interested in this approach.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 6. Discussion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“the rubrics do not contain process management skills, or framing skills [17].”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 6. Discussion
What the sources say
- Not checked — no full text of the sourcecites [17] 17. K. Dorst, The core of 'design thinking' and its application, Des. Stud. 32 (2011) 521-532. source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The reasoning required for such open-ended design problems is described by Dorst [17] who considers the WHAT (the thing) and the HOW (the working principle) which together lead to the VALUE (that which is aspired).”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.2. The elements of a design process (dimension A in Fig. 1)
What the sources say
- Not checked — no full text of the sourcecites Dorst [17] 17. K. Dorst, The core of 'design thinking' and its application, Des. Stud. 32 (2011) 521-532. source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Additionally, as described by Douma et al. [24], such kits should take into account varying interests children may have.Some children are more interested in applying technological solutions to conceptual design decisions, while others are more interested in understanding details about the fundamental concepts of programming or electronics.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.6. Teacher's and children's role (dimension E in Fig. 1)
What the sources say
- Not matchedcites Douma et al. [24]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“They mention three core principles in construction kits that support learning: immediate feedback, fluid experimentation and open exploration.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.6. Teacher's and children's role (dimension E in Fig. 1)
What the sources say
- Not matchedcites Resnick and Rosenbaum [26]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“Resnick and Silverman [22] state the importance of construction kits being easy to understand (which they call low floor), but also general enough so that they can be used for diverse things (which they call wide walls).”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.6. Teacher's and children's role (dimension E in Fig. 1)
What the sources say
- Not matchedcites Resnick and Silverman [22]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The learning goals have to be adjusted to the appropriate level for the children.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 7.1. A framework for RDBL for primary and secondary education
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“Furthermore, they mention it is important to decide on the basic building block of the toolkit, as this influences what is explored and learned.For example, having a building block that contains a motor, children do not have to learn how the motor itself works, but can create things with the motor as one of the components.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.6. Teacher's and children's role (dimension E in Fig. 1)
What the sources say
- Not matchedcites Resnick and Silverman [22]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Some differences can be seen when applying it to the last two classes of the primary school and the first two classes at secondary schools.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 7.1. A framework for RDBL for primary and secondary education
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Teachers (item E) need support to develop and adapt design challenges (item D) with relevant and feasible learning goals (item C).”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 5.2. Insights on teaching design thinking through design-based learning at school
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In summary, creating good design-based learning solution to teach digital literacy and design thinking at schools requires considering a wide range of issues described in the RDBL framework.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 7.2. Challenges in applying design-based learning using digital toolkits at school
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
In the paper
“We have adapted the model provided by Gomez et al. [9] to describing design-based learning at primary and secondary school level, and added components that are specific to the role of digital materials in a design-based learning approach.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 7.1. A framework for RDBL for primary and secondary education
What the sources say
- Not checked — no full text of the sourcecites [9] 9. S.M. Gómez Puente, M.W. Eijck, W.M.G. van & Jochems, Empirical validation of characteristics of design-based learning in higher education, Int. J. Eng. Educ. 29 (2) (2013) 491-503.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“He argues that to allow children to create powerful ideas, rather than focusing only on learning to program, construction toolkits have to consider what the basic building blocks are that allow children to create tangible solutions.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.6. Teacher's and children's role (dimension E in Fig. 1)
What the sources say
- Not matchedcites Blikstein [25]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“In the reflective transformative design process (RTDP, Hummels and Frens [11]), developed as a method for design education at universities, reflection plays a central role.Design students conducting RTDP reflect on their actions both during the process and in between various steps, to support and facilitate the students' learning process.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.3. Collaborative learning and reflection process (dimension B in Fig. 1)
What the sources say
- Not matchedcites Hummels and Frens [11] 11. C.C.M. Hummels, J.W. Frens, Designing for the unknown : a design process for the future generation of highly interactive systems and products, in: Proceedings of the 10th International Conference on Engineering and Product Design Education, Ideo 2015, Definition of design thinking; Retrieved April 2015, 2008, pp. 204-209. http://www.ideo.com/about/.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Simple tools to support basic programming can provide children with the opportunity to create interesting designs, without having to know the details of programming.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.6. Teacher's and children's role (dimension E in Fig. 1)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Additionally such briefs are often connected to industry, enhancing the authenticity of the described problem and enabling engagement of real stakeholders (role models for the students) in the process [9].”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.5. Design brief and project characteristics (dimension D in Fig. 1)
What the sources say
- Not checked — no full text of the sourcecites [9] 9. S.M. Gómez Puente, M.W. Eijck, W.M.G. van & Jochems, Empirical validation of characteristics of design-based learning in higher education, Int. J. Eng. Educ. 29 (2) (2013) 491-503.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“We have neither been able to explore in detail what the best manner in which to teach design thinking, nor what different levels of design thinking skills for different years in the schools need to be assessed.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 6. Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“To support children's reflection process, the manual needed prompt questions for reflection.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 5.2. Insights on teaching design thinking through design-based learning at school
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In summary, the RDBL approach needs to address and consider the relationships between a wide variety of elements (see Fig. 1) in a school context in order to be successfully applied.”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 2.6. Teacher's and children's role (dimension E in Fig. 1)
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
The paper relies on this without support.
Little is known about the requirements for embedding design-based learning of digital literacy skills in a school's curriculum.
“However, little is yet known about the requirements for embedding design-based learning of digital literacy skills in a school's curriculum.”
The paper relies on this without support.
Digital toolkits are essential in the RDBL approach.
“Such toolkits are essential in the RDBL approach.”
The paper relies on this without support.
Applying digital literacy topics to design challenges relevant to children's world increases their intrinsic motivation to understand technology.
“This helps to increase their intrinsic motivation to understand about technology.”
The paper relies on this without support.
Children have different motivations for learning about technology.
“to appeal to children with different motivations for learning about technology.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > Acknowledgements
“Nina Maaden, who designed the SA modules used in design exploration 3”
§ Teaching children digital literacy through design-based learning with digital toolkits in schools > 4.1. Design exploration ''Dolly 2.0'': RDBL for primary education
“To facilitate this learning activity, a toolkit, called 'Dolly 2.0', was developed that contained transparent objects, each with some electronics components that demonstrated an action-reaction principle (such as sound, temperature, colour and vibration).These objects were called Sensor Actuator (SA) modules.”
Citations
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Research through design as a method for interaction design research in HCI
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- Frederik, 2008, Ontwerpen onderwijzen (Teaching design), NVOX, 33, 19
Cited by
Sorted by citations
Items 101–154 of 154
Adisti, A. R., Yuliasri, I., Hartono, R., & Fitriati, S. W. (2023) · World Journal of English Language · doi:10.5430/wjel.v13n3p193 · Cited by 3
Liu, Y.-Y., Dindler, C., Iversen, O. S., & Kafai, Y. B. (2025) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2025.100766 · Cited by 7
Understanding learning and emotions in Design-Based Learning: what and why crucial to be considered
Zhang, F., Markopoulos, P., Biekens, P., Peeters, L., & Bekker, T. (2020) · Annual Conference on Creativity and Fabrication in Education · doi:10.1145/3386201.3386202 · Cited by 4
“Previous research has already indicated that a core element of DBL is the role of the teacher in coaching students’ tasks, design process, and self-development rather than lecturing as in traditional teaching [3, 31, 38].”
BackgroundSelf-citationDesign of the Smart Schoolhouse Self-assessment Model
Kusmin, M., & Laanpere, M. (2022) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon52537.2022.9766535 · Cited by 3
“Examples of building such kinds of lessons can be found from Maker Movement [8], [9] or Digital Fabrication [10], [11] whose purpose is to include learners in the creation and development of technological opportunities, not to merely train them how to use said technology.”
BackgroundMaker in Electrical Engineering Education Based on Emergent Technology: Mapping Study
Martínez, R. (2019) · IEEE Revista Iberoamericana de Tecnologias del Aprendizaje · doi:10.1109/rita.2019.2950137 · Cited by 3
“Also, an integrated process for Making-related activities has been described in an adapted framework of the Design-based Learning [30].”
MethodLearning and Reflecting Upon Ethical Frameworks Through Narrative Game Design
da Silva, R. L., & Schrier, K. “. (2025) · TechTrends · doi:10.1007/s11528-025-01147-0 · Cited by 2
Tang, Q., Wu, C., & Pan, Y. (2016) · Communications in computer and information science · doi:10.1007/978-3-319-52162-6_46 · Cited by 2
Nurhasanah, N., Supahar, S., Agustina, E., et al. (2021) · Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research · doi:10.2991/assehr.k.210326.049 · Cited by 2
“Digital literacy as the ability to use, understand evaluation of technology, and also understand the principles and technology strategies needed to realize specific goals and develop solutions [7].”
BackgroundGaston, J. P., Guffey, S. K., & Rand, A. D. (2023) · International Journal of Education in Mathematics Science and Technology · doi:10.46328/ijemst.2746 · Cited by 2
Developing a Toolkit for Contributing to Digital Competence: A Review of Existing Resources
Bărbuță, A., & Roth, M. (2024) · Springer eBooks · doi:10.1007/978-3-031-46929-9_15 · Cited by 2
Schaper, M.-M., Tamashiro, M. A., Mechelen, M. V., Iversen, O. S., & Eriksson, E. W. (2024) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2024.100655 · Cited by 2
Possaghi, I., & Papavlasopoulou, S. (2025) · Behaviour and Information Technology · doi:10.1080/0144929x.2025.2513569 · Cited by 3
“For example, operationalising flexible thinking during the ideation phase can help funnel brainstorming ideas into artifact-building criteria (Bekker et al. 2015).”
InfluentialEnhancing Translation Students’ Digital Literacy: Using a Web-Based Parallel Corpus as an Example
Jian-wen, L., & Hao, Y. (2025) · Educational communications and technology yearbook · doi:10.1007/978-981-96-2921-3_6 · Cited by 2
Fischer, O., Röpke, R., & Tellioğlu, H. (2026) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3772318.3790939 · Cited by 2
“Bringing design-thinking into education is also the idea of learning through design meaning design-based learning [2] [55].”
Cloud resources use for students' project activities
Valko, N., Osadchyi, V., & Kruhlyk, V. S. (2021) · Workshop on Cloud Technologies in Education (CTE) · doi:10.31812/123456789/4444 · Cited by 2
Teknologiforståelse - en sammenhængende faglighed
Slot, M. F., Hachmann, R., Hjorth, M., et al. (2021) · Learning Tech · doi:10.7146/lt.v6i10.125600 · Cited by 2
Challenges and strategies for teachers learning and facilitating based on DBL
Xiao, D., Bekker, T. M., Markopoulos, P., & Beamer, E. (2020) · FabLearn Conference (FabLearn) · doi:10.1145/3386201.3386211 · Cited by 2
“ACM ISBN 978-1-4503-7543-6/20/04…$15.00 https://doi.org/10.1145/3386201.3386211 There are various design-based learning approaches known under different names as, for example, Learning by Design, Reflective Design-based Learning (RDBL) [5,12].”
BackgroundInfluentialSelf-citationBekker, T. M., Taconis, R., Bakker, S., et al. (2019) · Communications in computer and information science · doi:10.1007/978-3-030-21151-6_8 · Cited by 2
Self-citationPerspectives in Play: Printable Board Games that Teach about Foreign Policy
Hemmert, F., Meyer, K., Brandies, T., et al. (2021) · Annual Symposium on Computer-Human Interaction in Play · doi:10.1145/3450337.3483459 · Cited by 2
“For example, they are applied in the teaching of electronics [29], digital literacy [6] and computational thinking [3, 8], software architecture [4, 33], quantum computing [34] and internet engineering [22].”
BackgroundMa'rifah, D. A., & Prima, E. C. (2020) · Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia · doi:10.4108/eai.12-10-2019.2296423 · Cited by 1
Sumedi, S. H., Mayuni, I., & Sulistyaningrum, S. D. (2022) · NOBEL Journal of Literature and Language Teaching · doi:10.15642/nobel.2022.13.1.117-137 · Cited by 1
“In this matter, literacy coaching gets better from session to session if the literacy coaching is implemented properly, effectively, and efficiently (Bekker et al., 2015).”
BackgroundInfluentialYan, D., Kasuma, S. A. A., & Amini, M. (2023) · International Journal of Academic Research in Progressive Education and Development · doi:10.6007/ijarped/v12-i3/19611 · Cited by 2
“Contrary to the fruitful findings in research related to digital literacy in other domains of education (Baterna et al., 2020; Bekker et al., 2015; Borthwick & Hansen, 2017; Lotherington & Jenson, 2011), the practices to assess, promote and evaluate digital literacy among translation learners were…”
ResultYorgancıoğlu, D., & Dağlıoğlu, E. K. (2023) · FormAkademisk - forskningstidsskrift for design og designdidaktikk · doi:10.7577/formakademisk.5335 · Cited by 1
“Bekker et al. (2015, p. 29) emphasizes that digital literacy within the framework of 21st century skills includes “ the ability to use, understand and evaluate technology, and also to understand technological principles and strategies required to develop solutions and realize specific goals ” .”
BackgroundRadical Constructivist Cooperative Inquiry Framework: Learning within Design
Shokeen, E., & Williams, C. C. (2024) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3628516.3655793 · Cited by 1
“Although adults scaffold the design process for children by asking questions to inspire and guide them for reflection, it is ultimately on children to pursue the design process [2].”
BackgroundInfluentialMaking sense of making: bringing a design and making project to school
Keisanen, T., Kuure, L., Iivari, N., & Kinnula, M. (2024) · Classroom Discourse · doi:10.1080/19463014.2024.2391286 · Cited by 2
“For example, STEAM education combining science, technology, engineering, arts and mathematics has offered a site for sharing expertise from different disciplines, drawing also on design-and making-based approaches (Bekker et al. 2015; Blikstein 2013; Sánchez Milara et al. 2020).”
Smolarczyk, K., Virgo, M., Abed, O., & Becker, R. (2025) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2025.100763 · Cited by 4
Introduction to Digital Literacy in Early Childhood Education
Rai, S. K., Kumar, B. S., Mandal, R., Anand, S. K., Unni, M. V., Bharti, & Bhoopathy, V. (2026) · IGI Global eBooks · doi:10.4018/979-8-3373-6269-4.ch001 · Cited by 1
Teachers’ formative assessment practices for Computational Empowerment in K–12 education
Liu, Y.-Y., Jensen, A. V., Shokeen, E., Dindler, C., & Iversen, O. S. (2026) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2026.100805 · Cited by 4
Garzia, M., Mangione, G. R., & Esposito, A. (2019) · Qwerty · doi:10.30557/qw000013 · Cited by 1
Utomo, D. W., Barathayomi, W., Pujiastuti, H., & Haryadi, R. N. (2021) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1796/1/012015 · Cited by 1
“Digital literacy focuses on one aspect of knowledge, such as the skills to map, identify, process, and use digital information optimally [29,30].”
BackgroundTangiTeam: Supporting Social Regulation of Learning during Design-Based Learning
Veldhuis, A., Antle, A. N., & Riecke, B. E. (2023) · International Conference on Tangible, Embedded, and Embodied Interaction (TEI) · doi:10.1145/3569009.3573111 · Cited by 1
“Previous research has highlighted the importance of regulation of learning processes in DBL education [6].”
BackgroundVuopala, E., Harmoinen, S., Laru, J., & Näykki, J. (2023) · Ainedidaktiikka · doi:10.23988/ad.120462 · Cited by 1
Social Networks as a New Scenario for EFL Speaking Development
Álvarez, C. D. L. P., & Chaves-Yuste, B. (2024) · The International Journal of Interdisciplinary Educational Studies · doi:10.18848/2327-011x/cgp/v19i02/45-67 · Cited by 1
Bhaduri, S., Biddy, Q. L., Rummel, M., & Recker, M. M. (2025) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2025.100723 · Cited by 1
Integrating Computing Education to Teacher Education
Leite, L. O., Havu‐Nuutinen, S., & Montero, C. S. (2018) · Koli Calling International Conference on Computing Education Research · doi:10.1145/3279720.3279751 · Cited by 1
“Currently, policy makers and educational stakeholders are investing on the uses and researching possible formats of employing technological appliances on education [3].”
BackgroundSmart Object Design by Children as Protagonists
Roumelioti, E. (2020) · Advances in intelligent systems and computing · doi:10.1007/978-3-030-52287-2_32 · Cited by 1
Nieto-Márquez, N. L., Baldominos, A., & Petronila, A. G. (2020) · arXiv (Cornell University) · doi:10.48550/arxiv.2007.07587
“Regarding teachers, who in many cases they are motivated to implement this sort of resources, the lack of specific training and time to be able to use them in class are highlighted (Bekker et al., 2015; McKnight et al., 2016).”
BackgroundSlot, M. F., Gissel, S. T., & Hjorth, M. (2021) · Learning Tech · doi:10.7146/lt.v6i10.125676 · Cited by 1
Teachers and Digital Literacies
Wagner, A. S. (2021) · doi:10.18122/td/1908/boisestate
Makerspaces in Pre-K–12 School Libraries: A Preliminary Empirical Analysis
Mersand, S. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1431363
Exploring Design Factors of Teaching Aids in Design Based Learning
Yin, L. (2023) · Lecture notes in computer science · doi:10.1007/978-3-031-35946-0_26
Buczek-Zawiła, A. (2023) · Roczniki Humanistyczne · doi:10.18290/rh237110sp-2
“3 The typical characteristic of DBL that appears relevant to the present paper is the underscored significance of critical instructional elements implemented in a successful DBL course (Bekker et al., 2015; Scheltenaar et al., 2015; Azizan & Abu Shamsi, 2022).”
BackgroundTeacher's strategy in efforts to improve digital literacy skills of children aged 7-8 years
Muallimin, E. Z., Fridani, L., & Nurjannah, N. (2023) · EDUTEC Journal of Education And Technology · doi:10.29062/edu.v7i2.809
The Concept of Useful Knowledge in Hadith and its Implications for Contemporary Islamic Education
Aulia, M. H., Sumarna, E., Surahman, C., et al. (2024) · WARAQAT Jurnal Ilmu-Ilmu Keislaman · doi:10.51590/waraqat.v9i2.953
Constructionism Meets Design Thinking: Reflection-in-Action During Digital Game Design
Gkreka, C., & Grizioti, M. (2025) · Constructionism Conference Proceedings · doi:10.21240/constr/2025/19.x
Zambon, T., Ceccarini, C., & Prandi, C. (2025) · Biannual Conference of the Italian SIGCHI Chapter (CHItaly) · doi:10.1145/3750069.3750096
Design Principles for Computing Education in Early Childhood
Menezes, S. V., & Néris, V. P. D. A. (2025) · Anais do ... Simpósio Brasileiro de Informática na Educação/Anais do Simpósio Brasileiro de Informática na Educação · doi:10.5753/sbie.2025.12534
“…and unplugged computing [Wohl et al. 2015] Teaching children digital literacy through design-based learning with digital toolkits in schools [Bekker et al. 2015] XIV Congresso Brasileiro de Informática na Educação (CBIE 2025) Anais do XXXVI Simpósio Brasileiro de Informática na Educação…”
Rangkuti, Z. (2025) · Ilomata International Journal of Social Science · doi:10.61194/ijss.v6i4.1918 · Cited by 1
Huang, Z., He, M., Zhu, K., et al. (2025) · International Conference on Educational Technology (ICET) · doi:10.1109/icet67421.2025.11380711
“Studies reveal that DBL-flipped classrooms boost preservice teachers' engagement[16],while DBL with STEM activities significantly improves design thinking, interdisciplinary problem-solving, and collaboration[17].”
Possaghi, I., Teisberg, E., Galleberg, I., Vesin, B., Zhang, F., & Papavlasopoulou, S. (2026) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2026.100838
Veldhuis, A., Antle, A. N., & Smith, C. (2026) · ACM Interaction Design and Children Conference (IDC) · doi:10.1145/3773077.3811878
Abdallah, N., Katmah, R., Khalaf, K. A., & Jelinek, H. F. (2026) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2026.101208
Ramoya, S. H. A., Mallari, R. N. Y., Tabago, D. N. C., et al. (2026) · International Conference on Intelligent Information Technology (ICIIT) · doi:10.1145/3805862.3805886
“Despite growing exposure to digital platforms, studies continue to report significant gaps in children’s understanding of these essential skills, particularly in areas related to online safety, data privacy, and misinformation [2].”
Influential
Metadata
- Authors
- Bekker, T., Bakker, S., Douma, I., van der Poel, J., & Scheltenaar, K.
- Affiliations
- Eindhoven University of Technology (NL)
- Corresponding author
- Bekker, Tilde
- Venue
- International Journal of Child-Computer Interaction
- Publisher
- Elsevier BV
- Published
- 2015-09
- Volume
- 5
- Pages
- 29-38
- ISSN
- 2212-8689 (ISSN-L)
- OpenAlex
- W2193148224
- Cited by
- 155
- References
- 21
- Citations by year
- 2026: 8 · 2025: 17 · 2024: 16 · 2023: 19 · 2022: 18 · 2021: 28 · 2020: 18 · 2019: 16 · 2018: 8 · 2017: 4 · 2016: 3
- FWCI
- 80.92
- Type
- journal article
- Language
- en
- Update notices
- erratum (2024-09-01)
- Open access
- bronze
- doi.org
- Licence
- Locations
- International Journal of Child-Computer Interaction (publishedVersion)
- TU/e Research Portal (publishedVersion, other-oa)
- TU/e Research Portal (submittedVersion)
- TU/e Research Portal (submittedVersion, other-oa)
- Funders
- Municipality of Eindhoven (2014/00881)
- Topics
- Social Sciences › Education › Literacy, Media, and Education
- Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
- Social Sciences › Education › Digital Storytelling and Education
- Keywords
- digital literacy, design thinking, design-based learning, digital toolkit, children, K-12 education, educational technology, teacher support, curriculum integration
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