Inequalities in Computational Thinking Education
Computational thinking, is thinking like a computer that formulates and solves problems. In recent years, the framework of thinking has been recognized as an important knowledge for the generations that live in the digital era. The traditional education of computational thinking usually uses a computer, however, due to the diverse needs of the global population, not all of them have the ability and the interest to access digital devices.
The project attempts to design an educational artefact that shares knowledge of computational thinking with the majority regardless of age, gender, background, and ability. The outcome is created based on the concept of unplugged activities which is a way to teach computational thinking without a computer.
Frame
University of Edinburgh
June 2023
Brief
The master’s dissertation is a self-initiated project that presents a personal perspective in exploring design with data and information. It comprises a written document that records the research of the design background, approaches, and discussion. The project was completed in the timeframe of three months.
The Design Process
Fabric and Technology
Threads have a long history associated with technology. Since Jacquard Loom was created in 1804, the machine used punched cards to produce complex weaving patterns. About a century later, the technique inspired Herman Hollerith to create punched cards in computing which further paved the way for the invention of computers.
Inspired by these examples, the initial idea took yarns as an important metaphor to investigate the relationship between data structures and fabric-making techniques.
Crochet: the singly linked list
Crochet: the doubly linked list
Mixed Material Crochet: the linked lists
Data Physicalizations
The field research showed yarns are good representations of relationships in a data structure. Building on this, further experiments focused on physicalization to illustrate key implementations in a data structure, such as removing or adding a new element in the original structure.
Taking the doubly linked list as an example, it is similar to a music playlist. The doubly linked list makes the user easy to go through 'songs' in the list, both forward and backward, and easy to add or remove songs as well.
I built three prototypes to show the three data structures: array, singly linked list, and doubly linked list. In each physicalization, the solid artefacts represent elements in the data structures while the yarns show the relationships within each element.
Boardgame for Education
Array: the vending machine
Singly Linked List: the laser engraver
Doubly Linked List: the DJ mixer
Reflection and Discussion
The final prototype of the board game was tested among university students who studied design and did not know about data structure. During the test, the guidebook and the game were given to the players to explore by themselves.
The outcome suggests, people usually complete the entire game (three mini-games) in about 40 minutes. Almost all of the participants reviewed the structure of the array and the linked lists correctly after playing the game. In addition, I discovered when people review the data structures, some write in words, some draw on paper, and others describe verbally.
The result may propose new thinking towards how people tend to understand abstract knowledge in computational thinking, which encourages us to think if the textbook is the best way to teach computational thinking. Instead of printed text and illustrations, what forms or diverse ways can be used in computational education to meet the different learning styles of diverse populations?