A Case Study on How Children Develop Computational Thinking Collaboratively with Robotics Toys

Abstract

This article reports on a case study on how robotics toys provide the affordances for developing computational thinking (henceforth abbreviated to CT) in young learners. The three key constructs of CT - coding, algorithm and decomposition - are used in the research. The study results identify how children interact with robotics toys collaboratively and acquire CT skills. Problems were presented to the children through planned non-routine and immersive collaborative group activities. The situations in which they externalized their inquiries and internalized new knowledge were observed. A detailed examination of the data collected was made to determine which robotics toys mediated the children’s acquisition while seamlessly switching between individual and collaborative activities and has led to the development of a framework of the stages in CT learning designs. The article will include details and analyses of commercially available technologies for developing CT as applied with the young learners in the study.