Playful learning with physical computing in computer science classrooms

The field of education faces a significant challenge in developing foundational computer science (CS) and artificial intelligence (AI) literacy due to the rapid evolution of emerging technologies. This article details an iterative design approach for creating guided playful learning experiences using physical computing in primary and lower secondary classrooms. The methodology involved extensive observation, student activities, teacher interviews, and analysis of instructional artifacts to inform design decisions, resulting in principles emphasizing adaptive scaffolding and iterative reasoning.

Why it matters

Addressing the growing need for foundational CS and AI literacy is crucial for future workforce development and societal innovation. This iterative approach to educational design provides a methodology for developing scalable and effective learning experiences that can adapt to rapidly evolving technological landscapes, thereby shaping future educational policies and curricula.

Key insights

• There is a critical demand for enhanced foundational computer science and artificial intelligence literacy among students and educators.
• The rapid advancement of technology complicates the development and scaling of current, evidence-informed learning experiences.
• An iterative design approach, incorporating classroom observations, student activities, teacher interviews, and instructional artifacts, was used to develop playful learning experiences.
• The design process focused on improving student engagement, fostering collaboration, enhancing conceptual understanding, and facilitating practical classroom implementation.
• Key design principles emerged, centered on adaptive scaffolding and iterative reasoning that bridges physical and computational concepts.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1892740