Computational Making Scaffolds

To make computational making with visual programming tools more approachable for youth and interdisciplinary subjects, learning supports or scaffolds that will help 10-14 year old youth develop an interactive game narrative and then transition from their design ideas into the visual programming tool they are using are needed.

This study looked at how narrative can be incorporated into the computational making process through learning supports and scaffolds in order to help youth create tangible artifacts, or storyboards, that allow for a more seamless transition from their tangible artifacts into the visual programming tool, making this process more approachable for 10-14 year old youth as well as additional disciplines outside of computer science.