Computer Science

Prior research has explored innovative ways to introduce data science to young learners, emphasizing not only the development of data skills but also the connection of data science to students’ authentic inquiries and critical actions. Building on this foundation, this study aims to achieve two complementary goals: integrating Knowledge Building, a well-established pedagogical approach, into K-12 data science education, and enhancing students’ epistemic agency through data practices in knowledge building.

Computational modeling tools present unique opportunities and challenges for student learning. Each tool has a representational system that impacts the kinds of explorations students engage in. Inquiry aligned with a tool’s representational system can support more productive engagement toward target learning goals. However, little research has examined how teachers can make visible the ways students’ ideas about a phenomenon can be expressed and explored within a tool’s representational system. In this paper, we elaborate on the construct of ontological alignment—that is, identifying and leveraging points of resonance between students’ existing ideas and the representational system of a tool.

Teachers play a central role in designing structures which encourage the development of students’ individual creative capacity and the classroom’s sense of community. We offer considerations for designing engaging and collaborative experiences in elementary and intermediate computing education.

The real-time detection of when a player is struggling presents an opportunity for game designers to design timely and meaningful interventions, as well as to provide targeted support that improves student learning and engagement. In this paper, we present a struggle detector in the context of students playing the learning game, Wake: Tales from the Aqualab.

The real-time detection of when a player is struggling presents an opportunity for game designers to design timely and meaningful interventions, as well as to provide targeted support that improves student learning and engagement. In this paper, we present a struggle detector in the context of students playing the learning game, Wake: Tales from the Aqualab.

The real-time detection of when a player is struggling presents an opportunity for game designers to design timely and meaningful interventions, as well as to provide targeted support that improves student learning and engagement. In this paper, we present a struggle detector in the context of students playing the learning game, Wake: Tales from the Aqualab.

In this paper we describe a technical infrastructure, entitled Open Game Data, for conducting educational game research using open science, educational data mining and learning engineering approaches.