An educational transmedia storytelling proposal to teach computational thinking for children

Abstract

Teaching computational thinking for children has reached ample dimensions along the last decade, and has culminated in the creation of various products, programs and projects that aim to democratize the access to this body of knowledge. However, cognitive, motor and affective factors have appeared as particular challenges when we are teaching computational thinking to children in the literacy phase, where the stories are a particularly relevant part of the learning process and children's development. Thus this study has aimed to articulate the inclusion of storytelling in experiences of teaching computational thinking to young children, analyzing this possibility considering the proposition of an artifact based on transmedia storytelling for teaching computational thinking and seeks to understand what are the implications of child-computer interaction in this artifact.