Designing Emerging Technology-Supported Learning Activities Based on the DT Approach for K–12 Users

Design Thinking (DT) paired with Emerging Technologies (ET) holds exciting potential as a pedagogical innovation for creatively approaching STEAM subjects, especially Computer Science (CS). By leveraging these tools and techniques, educators can develop engaging and effective learning experiences that help foster 21st Century Skills, digital literacy in particular. To tackle the overall research statement, "How can we design DT-based K–12 learning activities for CS education that are supported by ET?", a first Systematic Literature Review is conducted to gain a solid understanding of the current role of DT and ET in CS learning venues. Subsequently, Design-Based Research methodology with both qualitative and quantitative data gathering is proposed, along with the use of Learning Analytics and multi-modal data to trace knowledge experience and improve its personalization. The research process involves close collaboration with target users, K–12 students and teachers, as participants in the studies. A qualitative data collection effort involving semi-structured interviews with teachers is reported as a first step. On-site DT sessions engaging K–12 students, and teachers will follow. Such sessions employ a game-based approach to coding and encourage the building of educational activities. The resulting insights will be used to inform the further refinement of activities, based on the expectations and demands of stakeholders. The final aim of the PhD research is to deliver guidelines for developing ET-supported, future-proof solutions for CS learning activities. By leveraging these activities' potential impact on interdisciplinary pedagogical reforms and 21st Century Skills knowledge, the research wants to promote innovation and advancement in the CCI field for young learners and their educators.