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From Virtual to Physical Problem Solving in Coding: A Comparison on Various Multi-Modal Coding Tools for Children Using the Framework of Problem Solving

From Virtual to Physical Problem Solving in Coding: A Comparison on Various Multi-Modal Coding Tools for Children Using the Framework of Problem Solving

Kening Zhu
Copyright: © 2021 |Pages: 18
ISBN13: 9781799830160|ISBN10: 1799830160|EISBN13: 9781799830177
DOI: 10.4018/978-1-7998-3016-0.ch030
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MLA

Zhu, Kening. "From Virtual to Physical Problem Solving in Coding: A Comparison on Various Multi-Modal Coding Tools for Children Using the Framework of Problem Solving." Research Anthology on Recent Trends, Tools, and Implications of Computer Programming, edited by Information Resources Management Association, IGI Global, 2021, pp. 677-694. https://doi.org/10.4018/978-1-7998-3016-0.ch030

APA

Zhu, K. (2021). From Virtual to Physical Problem Solving in Coding: A Comparison on Various Multi-Modal Coding Tools for Children Using the Framework of Problem Solving. In I. Management Association (Ed.), Research Anthology on Recent Trends, Tools, and Implications of Computer Programming (pp. 677-694). IGI Global. https://doi.org/10.4018/978-1-7998-3016-0.ch030

Chicago

Zhu, Kening. "From Virtual to Physical Problem Solving in Coding: A Comparison on Various Multi-Modal Coding Tools for Children Using the Framework of Problem Solving." In Research Anthology on Recent Trends, Tools, and Implications of Computer Programming, edited by Information Resources Management Association, 677-694. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-3016-0.ch030

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Abstract

Using coding education to promote computational thinking and nurture problem-solving skills in children has become an emerging global trend. However, how different input and output modalities in coding tools affect coding as a problem-solving process remains unclear. Of interest are the advantages and disadvantages of graphical and tangible interfaces for teaching coding to children. We conducted four kids coding workshops to study how different input and output methods in coding affected the problem-solving process and class dynamics. Results revealed that graphical input could keep children focused on problem solving better than tangible input, but it was less provocative for class discussion. Tangible output supported better schema construction and casual reasoning and promoted more active class engagement than graphical output but offered less affordance for analogical comparison among problems. We also derived insights for designing new tools and teaching methods for kids coding.

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