A designerly approach as a foundation for school children's computational thinking skills while developing digital games
Abstract
This paper contributes to the contemporary debate on the increasing use of computational thinking (CT) in primary schools. It is based on an empirical study in which 28 Swedish third-grade school children (9-10 years of age) participated in a creative workshop where they were challenged to design a digital game using stop-motion film technique, working in groups. The study applies a designerly approach to game design activities to investigate what aspects of computational skills can be identified when children employ stop motion filmmaking as a means to envision a digital game design idea and how a designerly approach can enable them to enact dimensions of their computational skills? The data included video observations, casual conversations, and stop-motion videos representing the children's game design ideas. The analysis identified three aspects of computational thinking strategies while children produced stop-motion films: step-by-step procedural skills; design and arrangement skills; and computational perspectives.
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Integrating creativity into the CT process is particularly significant in educational settings.
“Integrating creativity into the CT process is particularly significant in educational settings [42].”
From Fostering computational thinking in young students through student generated challenges in tangible mobile augmented reality games (2025) · cites this paper as [42]
Cites
Hollan, J., Hutchins, E., & Kirsh, D. (2000) · ACM Transactions on Computer-Human Interaction · doi:10.1145/353485.353487 · Cited by 2,300 · cited 1× · see citing works
“Gibson [12] pointed to a close connection between manipulation, vision, and haptic feedback, however, van Leeuwen and Hollan et al. [32, 17] emphasized a close connection between manipulation, vision, and haptic feedback.”
BackgroundEarly years curriculum: funds of knowledge as a conceptual framework for children’s interests
Hedges, H., Cullen, J., & Jordan, B. (2011) · Journal of Curriculum Studies · doi:10.1080/00220272.2010.511275 · Cited by 201 · see citing works
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Gardeli, A., & Vosinakis, S. (2025) · Discover Education · doi:10.1007/s44217-025-00899-4 · Cited by 3 · see citing works
- Authors
- Brooks, E., & Sjöberg, J.
- Affiliations
- Aalborg University (DK)
- Halmstad University (SE)
- Venue
- Proceedings of the Interaction Design and Children Conference
- Publisher
- ACM
- Published
- 2020-06-21
- Pages
- 87-95
- OpenAlex
- W3022342850
- Cited by
- 15
- References
- 2
- Citations by year
- 2025: 2 · 2024: 1 · 2023: 5 · 2022: 4 · 2021: 3
- FWCI
- 3.45
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- ACM International Conference on Interaction Design and Children (IDC) (publishedVersion)
- VBN Forskningsportal (Aalborg Universitet) (submittedVersion)
- Funders
- Nordplus Horizontal (NPHZ-2016/10071)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Keywords
- computational thinking, game design, elementary school students, video games, creative workshops, procedural skills
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