“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

Maria Sparf

doi:10.16993/dfl.168

“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

Designs for Learning

Volume 13 (2021): Issue 1

By: Maria Sparf

Open Access

|Sep 2021

Abstract

Within a theoretical framework grounded in design for learning, this article presents a research project about pupils’ engagement during programming education. In a design-theoretical perspective, everyone who is somehow engaged in a learning process is a designer. The results show that how pupils design their learning when programming is related to different types of engagement. By analysing pupils’ engagement when programming, the study contribute to an insight how behavioural, emotional, and cognitive engagement can be identified and understood. The study was carried out during programming lessons adapted for novice learners (age group 7–15), visiting Swedish science centres (SCs) as a part of their school day. SCs had experience of programming education and was used as complement to education at school ahead of the implementation of programming as a mandatory subject in Swedish compulsory schools.

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