Tommy Sharkey https://orcid.org/0000-0001-9705-6788
Robert Twomey https://orcid.org/0000-0002-9663-0706
Amy Eguchi https://orcid.org/0000-0003-1240-9228
Ying Choon Wu https://orcid.org/0000-0002-9382-8805
Date of this Version
Sharkey, T., Twomey, R., Eguchi, A., Sweet, M. and Wu, Y. Need Finding for an Embodied Coding Platform: Educators’ Practices and Perspectives. DOI: 10.5220/0011000200003182 In Proceedings of the 14th International Conference on Computer Supported Education (CSEDU 2022) - Volume 1, pages 216-227
Eight middle- and high-school Computer Science (CS) teachers in San Diego County were interviewed about the major challenges their students commonly encounter in learning computer programming. We identified strategic design opportunities -- that is, challenges and needs that can be addressed in innovative ways through the affordances of Augmented and Virtual Reality (AR/VR). Thematic Analysis of the interviews yielded six thematic clusters: Tools for Learning, Visualization and Representation, Pedagogical Approaches, Classroom Culture, Motivation, and Community Connections. Within the theme of visualization, focal clusters centered on visualizing problem spaces and using metaphors to explain computational concepts, indicating that an AR/VR coding system could help users to represent computational problems by allowing them to build from existing embodied experiences and knowledge. Additionally, codes clustered within the theme of learning tools reflected educators’ preference for web-based IDEs, which involve minimal start-up costs, as well as concern over the degree of transfer in learning between block- and text-based interfaces. Finally, themes related to motivation, community, and pedagogical practices indicated that the design of an AR coding platform should support collaboration, self-expression, and autonomy in learning. It should also foster selfefficacy and learners’ ability to address lived experience and real-world problems through computational means.