Characterizing Child–Computer–Parent Interactions during a Computer-Based Coding Game for 5- to 7-Year-Olds

Abstract

In this study we characterize ways that interactions children have with their parents and a coding game can support them in engaging in computational thinking. Taking a qualitative approach, we analyzed the video-recordings of 14 families of 5-to-7-year-old children as they played a computer-based coding game in an engineering and CT exhibit at a small science center. The findings revealed a variety of different types of interactions children had with the coding game and with their parents. We discuss the opportunities these interactions provided for children’s engagement in different CT competencies. While aspects of the computer interaction were crucial for children’s CT engagement, some interactions did not occur in ways that encouraged children’s use of CT. Parent–child interactions played a very important role in enabling the children’s computational thinking. Overall, we believe the parent–child and child–computer interactions complemented each other to fully engage children in CT. We provide implications for practitioners and designers who aim to support children’s engagement in different CT competencies.