Is Embodied Interaction Beneficial When Learning Programming?

Authors:
Pablo Romero;Benedict Boulay;Judy Robertson;Judith Good;Katherine Howland
Affiliations:
Department of Informatics, University of Sussex, Brighton, UK BN1 9QH;Department of Informatics, University of Sussex, Brighton, UK BN1 9QH;Department of Mathematical and Computer Sciences, Heriot-Watt University, Edinburgh, UK EH14 4AS;Department of Informatics, University of Sussex, Brighton, UK BN1 9QH;Department of Informatics, University of Sussex, Brighton, UK BN1 9QH
Venue:
VMR '09 Proceedings of the 3rd International Conference on Virtual and Mixed Reality: Held as Part of HCI International 2009
Year:
2009

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Abstract

Embodied interaction has been claimed to offer important advantages for learning programming. However frequently claims have been based on intuitions and work in the area has focused largely around system-building rather than on evaluation and reflection around those claims. Taking into account research in the area as well as in areas such as tangibles, psychology of programming and the learning and teaching of programming, this paper identifies a set of important factors to take into account when analysing the potential of learning environments for programming employing embodied interaction. These factors are formulated as a set of questions that could be asked either when designing or analysing this type of learning environments.