From a theoretical perspective, this article examines the role of embodiment in K-12 computer science education through three distinct perspectives: virtual embodiment for cognitive understanding, physical embodiment for emotional engagement, and social embodiment for collaborative learning. The research introduces proxy-based programming as a novel programming paradigm that helps novice programmers overcome pragmatic programming challenges by providing a visual proxy that serves as an embodiment of the object being programmed. This proxy features dual temporal representation that simultaneously shows both the present and future situations resulting from programming actions. Unlike programming approaches that primarily address syntactic challenges, proxy-based programming also mitigates semantic and pragmatic aspects of computational thinking. RULER.game, a Collaborative Computational Thinking Tool, implements four core principles of proxy-based programming, enabling safe programming experimentation while proactively preventing errors. Initial studies comparing proxy-based programming with block-based programming show significant reductions in error rates. The article explores how embodiment plays a role in making programming more accessible from both theoretical and practical perspectives. Additionally, the article explores the motivational benefits of physical embodiment, where students create games by first drawing objects on paper before importing them digitally, as well as social embodiment through awareness interfaces that make collaborators’ actions and intentions visible in real-time. This comprehensive approach to embodiment presents a novel framework for making programming more accessible and engaging for K-12 students.
Alexander Repenning (Thu,) studied this question.
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