Run, Llama, Run: an educational coding game for assessing tangible and hybrid interfaces
| dc.contributor.advisor | Bradbury , Jeremy | |
| dc.contributor.advisor | Miljanovic, Michael | |
| dc.contributor.author | Koornneef, Stacey A. | |
| dc.date.accessioned | 2024-06-18T19:03:27Z | |
| dc.date.available | 2024-06-18T19:03:27Z | |
| dc.date.issued | 2024-04-01 | |
| dc.degree.discipline | Computer Science | |
| dc.degree.level | Master of Science (MSc) | |
| dc.description.abstract | As the impact of computer science becomes more pervasive across the world, it is increasingly being integrated into curriculum at earlier and earlier grades, including from kindergarten through grade 5 (which is the grades of early elementary school). One of the important concepts in computer science at earlier ages is computational thinking, or the process of how to think algorithmically. It is important when developing new ways to teach computer science that they are collaborative, engaging, and cost-accessible. This thesis proposes a new cost-accessible educational game for K-5 students that teaches computational thinking through an educational coding game called Run, Llama, Run. This game has both fully tangible and hybrid digital/tangible versions, which allow us to assess the impact of the interfaces on engagement and collaboration. Its purpose is to determine the benefits and detriments of a fully tangible educational game for this age group, focusing on collaboration and engagement. | |
| dc.description.sponsorship | University of Ontario Institute of Technology | |
| dc.identifier.uri | https://ontariotechu.scholaris.ca/handle/10155/1790 | |
| dc.language.iso | en | |
| dc.subject.other | Computational thinking | |
| dc.subject.other | Computer science education | |
| dc.subject.other | Collaboration | |
| dc.subject.other | Educational games | |
| dc.subject.other | K-5 | |
| dc.title | Run, Llama, Run: an educational coding game for assessing tangible and hybrid interfaces | |
| dc.type | Thesis |