Abstract

As we begin to identify essential skills for the future, there has been an increased focus on how to define and implement computational thinking within education. However, the question of how to engage children with coding activities within the context and limitations of the curriculum remains relatively explored. In our study, a human-centered design approach was followed to guide a small group of children through the co-design, implementation and evaluation of a board game. The board game had two versions: an offline version involving a robotic agent and an online version with its digital equivalent. A mixed-method approach was used to understand and compare levels of engagement, usability, and collabo-ration in both versions of the game. The tangible aspect of working with a robotic agent in the offline version led to greater levels of motivation and involvement with the game mechanics. Tangible robotics games tend to be more approachable for children. Our study shows that using such games by connecting the mathematics curriculum with coding problems can successfully engage participants in collaborative computational thinking activities. We contribute to the field by providing human-centered guidance for the creation of educational tools to develop computational thinking. Such guidance is not only applicable in technologically rich environments; it can also be applied in educational communities with limited access to technology.