eprintid: 1501039 rev_number: 41 eprint_status: archive userid: 608 dir: disk0/01/50/10/39 datestamp: 2016-08-22 10:45:17 lastmod: 2021-09-27 22:31:26 status_changed: 2016-08-23 10:00:42 type: proceedings_section metadata_visibility: show creators_name: Johnson, R creators_name: Shum, V creators_name: Rogers, Y creators_name: Marquardt, N title: Make or Shake: An Empirical Study of the Value of Making in Learning about Computing Technology ispublished: pub divisions: UCL divisions: B04 divisions: C05 divisions: F48 keywords: Making; Learning; Active Learning; Electronics Kits; Preparation for Future Learning note: Copyright © The author(s). Publication rights licensed to ACM. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from Permissions@acm.org abstract: Learning about computing technology has become an increasingly important part of the school curriculum but it remains unclear how best to teach it to children. Here, we report on an empirical study that investigated how the process of making affects how children of different ages learn about computing technology. In one condition, they had to first make an electronic cube before conducting other activities and in the other they were given a ready made one to use. The results of the study show that for younger children, the making significantly improved their performance in a post-lesson test, whereas the older children performed equally well in both conditions. We discuss possible reasons for this, in terms of differences in creative appropriation. We also saw much spontaneous collaboration between the children that suggests making can encourage a collaborative relationship between children of different ages. date: 2016-06 date_type: published publisher: Association for Computing Machinery (ACM) official_url: http://dx.doi.org/10.1145/2930674.2930691 oa_status: green full_text_type: other language: eng primo: open primo_central: open_green verified: verified_manual elements_id: 1137588 doi: 10.1145/2930674.2930691 isbn_13: 9781450343138 lyricists_name: Marquardt, Nicolai lyricists_name: Rogers, Yvonne lyricists_id: NMARQ26 lyricists_id: YROGE95 actors_name: Marquardt, Nicolai actors_id: NMARQ26 actors_role: owner full_text_status: public series: International Conference on Interaction Design and Children publication: Proceedings of the Conference on Interaction Design and Children (IDC '16) volume: 15 place_of_pub: New York pagerange: 440-451 event_title: IDC '16: 15th Interaction Design and Children Conference, Manchester, UK, 21 - 24 June 2016 event_location: Manchester UK event_dates: 21 June 2016 - 24 June 2016 institution: IDC 2016 book_title: Proceedings of IDC 2016: The 15th International Conference on Interaction Design and Children editors_name: Read, JC editors_name: Stenton, P citation: Johnson, R; Shum, V; Rogers, Y; Marquardt, N; (2016) Make or Shake: An Empirical Study of the Value of Making in Learning about Computing Technology. In: Read, JC and Stenton, P, (eds.) Proceedings of IDC 2016: The 15th International Conference on Interaction Design and Children. (pp. pp. 440-451). Association for Computing Machinery (ACM): New York. Green open access document_url: https://discovery-pp.ucl.ac.uk/id/eprint/1501039/1/Johnson%20et%20al%202016%20Make%20or%20Shake%20-%20An%20Empirical%20Study%20of%20the%20Value%20of%20Making%20in%20Learning%20about%20Computing%20Technology%20AAM.pdf