@inproceedings{93e514fc0f5a4e1da8f04a250bd8888c,
title = "Embodiment of computational thinking during collaborative robotics activity",
abstract = "This case study explored how young children{\textquoteright}s thinking was embodied during collaborative robotics activity. Two 5th grade learners were recorded as they worked together to program and navigate a robot across a 3{\textquoteright}x3{\textquoteright} grid of obstacles. The video was then analyzed using a grounded theory approach (Glaser & Strauss, 1967) to determine how cognition manifested in an embodied manner (e.g., gesturing, use of conceptual metaphor) through the tools and affordances employed by the learners. Four primary tools were used by learners in solving their robotics task: (1) basic robot moves, (2) gestures, (3) the map and the computer, and (4), the grid and the robot. These tools provided symbolic access to direct experiences, supporting an emergent and reactive process in which perception and action were intimately linked. Implications for computer science and improving the design of computer-supported collaborative learning are discussed.",
author = "Kopcha, {Theodore J.} and Ceren Ocak",
note = "Publisher Copyright: {\textcopyright} ISLS.; 13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019 ; Conference date: 17-06-2019 Through 21-06-2019",
year = "2019",
language = "English",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "464--471",
editor = "Kristine Lund and Niccolai, {Gerald P.} and Elise Lavoue and Cindy Hmelo-Silver and Gahgene Gweon and Michael Baker",
booktitle = "A Wide Lens",
}