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Children's Perspectives in a Game Programming Discourse Article

, Stockholm University, Sweden

Journal of Interactive Learning Research Volume 16, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


In the Playground project we applied a constructionist learning perspective in order to build a computational learning environment in which children can design and build their own video games. We present results from a study where children were given semi-structured programming tasks designed to investigate their understanding of mechanisms in an adventure game. We analyze the two children's solutions to the given task as a matter of how they adapt their talk and actions to the different perspectives involved in the ongoing discourse. The establishment of a common perspective between child and investigator regarding each subtask proved to be central to the children's approaches and solutions. In our analysis we will show that in order to achieve the goals of learning about the mechanisms that control game behaviors, children must be able to adapt their perspective to the expectations of each subtask and to the task as a whole. We show how one child is able to see the expected perspective in each subtask, whereas this is much harder for another. The support given from the investigators were of great importance in the facilitation of these processes.


Tholander, J. (2005). Children's Perspectives in a Game Programming Discourse. Journal of Interactive Learning Research, 16(1), 51-82. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2018 from .



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