Youth’s Perspectives of Computational Design in Making-based Coding Activities

Abstract

There are increasing calls to introduce coding in K-12 in creative ways that provide opportunities for personal expression. Computational design projects include computational concepts fundamental to computer science to generate 2D and 3D models that can potentially be personally meaningful. We developed and implemented making-based coding activities for youth that combine computational design and 3D printing tools and allow the participants to design and fabricate free-choice projects. To investigate how young persons engaged in computational design and which aspects demotivated them, we used a mixed-methods approach that included semi-structured interviews and questionnaires. We took field notes and collected students’ artifacts to triangulate the data wherever possible. The results show that 3D printing, creating unique aesthetics, enhanced personalization, and ownership of design models are crucial elements for engaging youth in computational design. We discuss the implications of our exploratory study and suggest directions for future work in developing computationally rich making-based activities.