Playful Learning and shared Computational Thinking: the PaCoMa case study

We know from previous studies that tangible kits support lively and playful forms of shared sense-making better than digital, computer-based solutions. A typical problem that we observed, when groups of learners work on a shared activity at a computer, is a tendency to work one at the time, often leaving less expert or less active learners at the margins. However, we observed that tangible materials such as paper or fabrics, afford more naturally face-to-face engagement in small groups, allowing for eye-contact, dialogue and active engagement. In this paper we focus on playful learning activities about Computational Thinking, for early primary school pupils, and aim to better define the requirements for a new kind of tangible learning materials that we call PaCoMa, short for Paper Computing Machines. Our research questions deal with the role of tangible play in CT learning, and tangible play in shared sense-making. This paper describes our theoretical and design-based explorations of how to design an activity popup book to introduce kids 6 to 11 years old to CT. At a practical level, we discuss how paper-based mechanisms can represent the state of a variable or a machine, how to generate random symbols, how to embed code-like rules about jumping from state to state, as well as how to represent sequences of instructions/choices as physical objects. Armed with these mechanisms, we discuss the design of exemplar paper machines and propose scenarios of use in shared CT learning activities. Our scenarios address the emergence of shared affinity spaces, which we consider a precondition for simulative play, and to provide room for negotiation and creation of meaning through the paper machines. To assess the potential benefits of this tangible, analogue approach, qualitative tests are being organized with local and international institutions.